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Report of the Institutional Self-Study for Reaffirmation of
Accreditation, Spring 2000.

Golden West Coll., Huntington Beach, CA.

2000 - 00-00

226p.; Cover title varies.

Reports - Research (143)

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♦Accreditation (Institutions); *College Outcomes Assessment;
Community Colleges; Organizational Objectives; *Self
Evaluation (Groups) ; Two Year Colleges
♦Golden West College CA

ABSTRACT

Presents Golden West College's (GWC's) (California)

1999-2000 accreditation self-study report. Contains the following chapters:

(1) report abstract, which summarizes the ten standards of GWC: mission,
integrity, effectiveness, educational programs, student support and
development, information and learning resources, faculty and staff, physical
resources, financial resources, and governance and administration; (2) a look
at the organization of the self-study, which presents the college's,
self-study timeline for fall 1999-fall 2000, a narrative description of GWC
organization plan for the self-study, and the 1999-2000 self-study team
composition; (3) descriptive background and demographics; (4) organization of
the institution for the 1990-2000 academic year, which charts administrative,
president's office, instructive division, administrative services, and
student services division positions; (5) a certification of continued
compliance with eligibility requirements; (6) responses to recommendations
from the most recent evaluation (1998) ; (7) ten chapters detailing each of

the ten standard's descriptive summaries, self-evaluations, and planning
agendas; (8) a planning summary, which identifies a series of planning
recommendations and helps set direction for the college for the next six
years; (9) appendices, which includes a minority report and disproportionate
impact studies; (10) a list of supplemental documents for each of the ten
standards; and (11) a glossary of acronyms. (VWC)

Reproductions supplied by EDRS are the best that can be made
from the original document.

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BEST COPY AVAILABLE

*» rr

Spring 2000

Golden West College
15744 Golden West Street
Huntington Beach, CA 092647

Huntington Beach

REPORT OF THE INSTITUTIONAL SELF-STUDY
FOR REAFFIRMATION OF ACCREDITATION

SPRING 2000

Submitted by Golden West College
15744 Golden West Street
Huntington Beach, CA 92647

Coast Community College District Board of Trustees

Paul A. Berger
George E. Brown
Walter G. Howald
Jerry Patterson, President
Armando R. Ruiz

Jennifer T. Kirkpatrick, Student Trustee

Coast Community College District Chancellor
William M. Vega, Ed.D.

Golden West College President

Kenneth D. Yglesias, Ed.D.

Accreditation Self-Study Co-Chairs

Nancy Boyer,

Department Chair/Faculty, English as a Second Language
Wes Bryan,

Vice-President, Instruction

Accreditation Self-Study
1999 - 2000

Huntington Beach

Certification of the Self-Study Report
Spring 2000

TO: Accreditation Commission for Community and Junior Colleges

Western Association of Schools and Colleges

DATE: June 2000

FROM: Golden West College

15744 Golden West Street
Huntington Beach, CA 92647

This Institutional Self-Study Report is submitted for the purpose of assisting in the determination of the
institution’s accreditation status.

We certify that there was broad representation by the campus community in the self-study, and we believe
that this Self-Study Report accurately reflects the nature and substance of this institution.

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President, Board of Trustees

Chancellor, Coast Comnwnity College District

President, Golden West College

President, Academic Senate

President, CFE/AFT Local 19]]

President, CFCE, Local 4794

President, Associated Students of Golden West College

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Wes Bryan

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Nancy Boyer /y (

Vice-President Instruction
Co-Chair of Self Study

Department Chair, Professor. English as a Second Language

Co-Chair of Self Study

Accreditation Self-Study | 1999 - 2000

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Golden West College | Huntington Beach, CA

BEST COPY AVAILABLE

Accreditation Self-Study
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ERIC

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Abstract of the Report

Standard One: Institutional Mission

Golden West College has a Mission Statement
that was revised and adopted in December 1999
and approved by the Board of Trustees in May
2000. In addition to the basic Mission Statement,
the College developed a Vision Statement consisting
of principles and a philosophy to guide the
College in meeting its mission. From the principles
identified in the Mission and Vision Statements,
the College has identified six broad goals to
guide planning. The College will be focusing on
three of those goals in the coming year, and
funds will be allocated to pursue those goals.
This represents a growing effort on the part of
the College to use the Mission and Vision
Statements to guide planning and decision
making. While the College had a Mission
Statement before, it was not systematically used
in planning nor revised on a regular basis. The
current Mission and Vision Statements were
revised over two years with input from a variety
of campus planning committees. The College
plans to review the Mission and Vision
Statements regularly.

Standard Two: Institutional Integrity

Student responses to the Accreditation Self-Study
Student Survey, Fall 1999, indicate Golden West
College has been successful in providing clear
and accurate information in all representations
made to students. Furthermore, both faculty/staff
survey results and student survey results in
response to questions about policies regarding
academic freedom, academic honesty, and issues of
diversity indicate that the College operates with
honesty and integrity and provides an environment
conducive to these policies. In addition, the
College strives to demonstrate honesty and
integrity in its athletic program. Finally, the
College endeavors to comply with all self-study
standards and requirements.

While college publications are regarded as
accurate, concern has been expressed that they
are not available in a timely manner. It is hoped
that a move to year-round scheduling will help
remedy this. Furthermore, portions of the
College's web page need to be updated more
consistently.

Standard Three: Institutional Effectiveness

The College is increasingly relying on institutional
research to support institutional planning.
Whereas research used to be solely supportive of
matriculation, it is now used by a variety of
committees as well as by departments and
administration and in the disbursement of
Partnership for Excellence funds. In short,
research is taking an increasingly prominent
role on campus. However, while the demand
for research has grown, the number of research
personnel hours has not.

The College has moved from having each
instructional unit submit a report every six years
to submitting a report every year. Program
review information is available from the
Research Office in uniform format for the
departments. It is envisaged that these reports
will play a substantive role in evaluation,
planning, and grant requests. Indeed, a variety
of short- and long-term needs have been met
using program review information as justification.
However, as the shift to the new procedure is
still quite new, the use of program review in the
planning process is still informal. However,
while the College has made considerable
progress in its efforts to evaluate and modify
the various planning processes, it needs to do
further work on developing overall coordination
of planning and evaluation among the various
planning committees.

The College uses its evaluation and planning
processes to identify priorities for improvement.

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The Research Office publishes many reports
including the GWC Factbook. Other evaluations
include employee and faculty evaluations as well
as evaluations by outside agencies. This information
is integrated into program planning.

The College has recently reorganized and adopted
a new college structure chart and decision-making
process model. Along with the reorganization,
the College has three new vice presidents who
have been in their jobs for only a year. As many
of these changes are quite recent, some taking
place as late as July 2000, it is too soon to draw
any conclusions as to the effectiveness of the
model.

Standard Four: Educational Programs

Golden West College takes pride in its educational
programs which include a variety of degree and
certificate programs and range in delivery
format from traditional classroom format, to labs
and, more recently, to an expanding offering of
online classes. The College also has an extensive
array of non-credit educational, vocational, and
recreational courses through its Community
Services division. The faculty are primarily
responsible for the development of programs and
for assessing needs through program review,
student input, and community interaction.
Faculty develop new courses which are then
submitted for review to the Council for
Curriculum and Instruction (CCI), a subcommittee
of the Academic Senate. The College's vocational
programs undergo regular review by advisory
committees. In short, the College follows the
State Chancellor's approval procedures thus
assuring that new curricula are put through
appropriate tests in order to receive approval.

College from local high schools, the College
participates in articulation with feeder high
school. In addition, community involvement
with local organizations as well as various
advisory boards ensures that the College has
current information regarding employment
opportunities thus ensuring that the community's
educational needs are being met.

In Fall 1999, the College moved from an
eighteen-week format to a sixteen-week format.
Year-round scheduling began in Spring 2000.
January 2000 saw the introduction of a
four-week intersession. In addition, the College
offers a variety of eight-week summer session
classes beginning at different times during
the month of June. Furthermore, in Fall 1998,
Golden West initiated a Weekend Express
program that included courses to meet CSU
general education requirements. The College
also introduced its first online course in Spring
1999, and in Spring 2000, an Honors Program
was approved. This program will commence in
Fall 2000.

Because of the growth in enrollment and the
expanded number of labs and course offerings,
the College is in the process of reviewing space
utilization throughout the College. This information
will be incorporated into the new database the
College is beginning to implement to manage
enrollment and registration.

Standard Five: Student Support and Development

Golden West College offers a broad range of
student support services. The College has made
every effort to expand its services and hours of
operation to become more accessible for our
diverse student population.

The College has articulation agreements with
both the California State University system and
with the University of California system, as well
as several independent colleges and universities.
For students matriculating to Golden West

The College has expanded the use of technology.
The English department has switched to
computer-adaptive placement testing with
comparable ESL placement testing to begin
for Fall 2000 placement. The College has

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Golden West College j Huntington Beach, CA

consistently improved its home page on the
World Wide Web to provide the students with
Admissions and Records information. In addition,
the feasibility of putting the College catalog on
CD-ROM is being investigated.

The College offers a variety of student support
programs. There is mandatory counseling; the
SOAR program, which helps students become
more prepared for college; EOPS/CARE, which
offer financial assistance; Disabled Student
Services; and recently the College added a
CalWORKs/Re-Entry program as well as
initiating an academic probation contract and an
early warning system called Operation Call
Back. There is also a Career Center as part of
Counseling Services and a Child Care Center to
assist student parents with their child care needs.
A new Infant/Toddler Center has also opened
recently. An International Student Program
recruits international students to the campus and
helps support those who have arrived at Golden
West. In addition, there is a Job Placement
Center and a Transfer Center to assist students.
Finally, Associated Students provides opportunities
for students to participate in shared governance
and actively recruits students to participate in
student government and clubs.

Standard Six: Information and Learning
Resources

Learning Resources at Golden West College
includes the Library, Tutorial Learning Center,
the Student Computer Center, and the Speech
and Writing Centers. Full-time staffing of the
Library has decreased over the last ten years.
The Library has relied instead on part-time
staffing. Even so, surveys indicate a moderately
strong to strong approval rating for the Library.

The Library has used Partnership for Excellence
funding to add new books and media to its
collection. It also has various new electronic
periodical databases, and librarians are adding
library home page links to additional Internet

Huntington Beach

information resources. In addition, the Library
has a new online catalog that offers a variety
of formats for downloading information.
Furthermore, the media area of the Library was
remodeled during Summer 1999 to maximize
student electronic access to media materials.
The Library has successfully completed these
projects on a budget that has remained static for
over ten years.

The Writing and Speech Centers are in the same
location, but their programs are quite distinct.
The Writing Center used to be set up to help
students with any writing task on a walk-in basis,
but now students must enroll in any of a variety
of mini courses. The goal of the Speech Center
is to enhance the curriculum in the Speech
Communication Department. The Writing
Center includes a lab of 17 Pentium computers.

The Student Computer Center opened in Spring
1998 with 40 Pentium computers. The primary
purpose of the Student Computer Center is to
provide computer support and access to support
instruction. Students are required to register for
a half a unit of credit in order to use the Center.
Once registered, they are free to use the Center
as an open lab. The Center is scheduled for an
upgrade in the coming year.

Standard Seven: Faculty and Staff

Golden West College's programs and services
are supported by qualified and committed faculty,
administrators, and staff. The College follows
the standardized recruitment and hiring process
agreed upon by the entire district. The District
recruits state wide and nationally for administrative
and tenure-track faculty positions. Although the
process is fair and results in the hiring of highly
skilled workers, it has not resulted in significant
changes in faculty diversity.

The College evaluates all faculty (regular,
contract, temporary, categorical, and adjunct).

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classified staff, supervisory and management
staff, and educational administrators in accordance
with established procedures and criteria at
regularly defined intervals. In recent years, the
evaluation process for faculty and classified staff
has been improved and is being implemented
consistently. While evaluation of each employee
group is intended to be a constructive process,
staff are divided in their satisfaction with the
process.

The College has a comprehensive program of
staff development for faculty, classified staff,
and administrators. Staff Development is
coordinated by a 60% reassigned time full-time
faculty member and a 30% reassigned time
classified staff person. A Schedule of
Workshops listing all activities is published
annually. Overall coordination of professional
development is the responsibility of the Staff
Development Advisory Committee.

A goal of Staff Development has been to provide
faculty and staff with ongoing computer training.
To this end, the Staff Development Resources
Center was remodeled and equipped with seven
new computers and has been used for many
technology workshops.

The District and the College are committed to
ensuring fairness and equal opportunity
employment at Golden West College. All
personnel policies and procedures are developed
or revised either through the shared governance
process for all categories of staff or through the
collective bargaining process for adjunct and
full-time faculty and classified staff. The
District continues to strengthen its affirmative
action efforts, and screening committees receive
training and orientation prior to the commencement
of the screening process.

Standard Eight: Physical Resources

Golden West College strives to maintain its
campus and facilities. Campus facilities have
been upgraded, remodeled, or repaired
following a pattern of meeting the highest
priority. However, the only new building
construction on campus since the last accreditation
site visit has been the expansion of the campus
Child Care Facility.

Classroom space is at a premium, and with the
recent growth, it is becoming harder to find
space for classes. However, the change to a
sixteen-week semester and a block schedule has
improved classroom utilization.

State block grants, instructional equipment
funds, VTEA, PFE, and other funds have
assisted the College in addressing the need to
upgrade equipment and expand the use of
technology. Furthermore, the College has
established a routine maintenance schedule and
revises its maintenance plan to identify projects
that need attention. However, it does not
currently have a master facility and infrastructure
database. Such a database would make
information more readily available and facilitate
planning and budgeting for maintenance and
upgrades.

The College plans improvements, and much
campus beautification has taken place in the last
year. The result is a campus that is generally
safe and secure. The Safety Committee routinely
evaluates needs for health and safety
improvements and the Disaster Preparedness
Committee monitors campus responsiveness
capabilities in the event of a major disaster.
Action has been taken to maintain legal
compliance when necessary.

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Standard Nine: Financial Resources

The College has an approved Mission and Vision
Statement that is used for planning. However,
the College is in a state of transition with respect
to the planning and budget process. A new
model has been approved and is planned for
implementation in Fall 2000. The new model
will more clearly define the structure and process
of planning, budgeting, and policy making.

Limited and uncertain funding has made it
difficult to implement financial plans that
support the desired level all the institutional
and program goals. Because of increased costs
and declining enrollments. Golden West has had
to cut its budget and has entered into a three-year
stabilization period. It has been under pressure
to increase enrollments in order to maintain
current levels of funding. However, due to
major college planning efforts, the change to a
sixteen-week schedule, and new focus on
outreach and public relations, enrollment is
increasing. Despite these challenges, the College
has been able to use categorical and block grant
funds to move ahead with new technology and
programs.

For the past few years, the College’s processes to
allocate college resources and new monies such
as Partnership for Excellence and state Block
Grants have been evolving and changing. While
there has been campus-wide input, the
procedures for approval have not been clearly
communicated. This most likely has been a
major factor in the wide disagreement among
faculty and staff on matters of financial planning
as reported in the accreditation survey. The
adoption of the new planning and budgeting
process may help alleviate this.

The District and Golden West College work
continually throughout the year to provide good
controls over their financial resources. The
District has strict guidelines and procedures that

are followed to ensure effective oversight of
finances. Audits are conducted and recommendations
are made. In addition, the College is currently
changing to two more efficient and integrated
financial management systems which will
encompass student, personnel, and financial
record keeping and allow tracking.

The District and the College have in place systems
to maintain financial stability including risk
management, the use of tax revenue appreciation
notes (TRANS) and sufficient reserves.

Standard Ten: Governance and Administration

The Board of Trustees determines broad general
policies for the operation of the District. Serving
staggered, four-year terms in five evenly
distributed geographical areas, the Board acts at
the expressed will of the electorate and
represents the interests of the public. The Board
meets regularly with the Chancellor to review
institutional practices and fiscal stability. Oral
reports are provided to the Trustees at each
regular board meeting by college representatives
including the ASB president. Academic Senate
president. Union Presidents, and the College
President. The Board has created subcommittees
to plan issues such as use of excess land
throughout the district including Golden West, a
capital campaign for digitizing KOCE TV, and
technology planning.

The President/CEO of Golden West provides
effective leadership for college-wide planning
activities and the management of resources. He
has hosted planning retreats and presided over
planning committees and the implementation of
the yearly program review.

The College is organized and staffed to provide
effective leadership and management. The
College has recently reorganized with three vice
presidents and fewer deans to provide more

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effective and streamlined management. As part
of this reorganization, department chairs will
assume greater responsibility. Faculty have a
role in governance through the Senate as well as
various committees. Classified have a role in
governance through the Classified Connection as
well as various committees. Students have a role
in governance through the Associated Student
Organization, but there is no campus-wide
agreement shared governance document
regarding student participation.

The District Chancellor/CEO has worked to
define goals and plans for the institutions. He
has initiated a major change in philosophy
throughout the District, putting district operations
as major service providers for the campuses and
TV station, since he took office in November
1993.

Staff perception of governance and administration
often seems ambivalent. The question, however,
is whether this is a problem of governance or
one of communicating what the various facets of
administration do and how well it is done.

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Golden West College Self-Study Timeline Fall 1999 - Fall 2000

February 1999

October 1999

• Campus-wide announcement of Self-Study

• Identification of Self-Study Chairs
March 1999

• Identification of Standards Chairs and
Co-Chairs and preliminary assignment of
Standards Committee members

April- June 1999

• District-wide Accreditation Workshop with
Dr. David Wolf, Executive Director WASC

• Standards Chairs meet with Standards
Committee members to identify and
assign Self-Study tasks

• October 11-12, California Assessment
Institute (GWC sent a Team)

• Committee members write Standards
description drafts of the Self-Study

• Committee reviews the drafts and
recommends changes as needed

November 1999

• Committee members write Self-Evaluation
and Planning Agenda drafts

• Committee reviews drafts via network
postings

December 1999

• Self-Study Chairs meet with
Standards Committee Chairs to
review Self-Study process

August 1999

• Research Office works with Chairs
and District to prepare survey material

• Additional sign-ups for Standards
Committees

September 1999

• Self-Evaluation and Planning Agenda
drafts due to Standards Chairs

• Standards Chairs monitor drafts of
Committee reports via network

• Final submission of the draft reports to
Self-Study Chairs for posting

February 2000

• Edited drafts posted to the Campus
Network for revision

• Surveys distributed - data collection
coordinated with other colleges in District

• September 22, Regional Accreditation
Training Meeting

• Standards Committees meet to assign
Committee tasks and begin gathering
Self-Study information

• Batch 1 (Standards 1,2,3) due to Editor
March 2000

• Revised drafts from Committees due to
Self-Study Chairs

• Continued revision and editing of drafts
by Self-Study Chairs

• Campus e-mail network and electronic
Standard folder established

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Batch 2 (Standards 4, 6, 7, 8) due to Editor

Golden West College { Huntington Beach, CA

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'olden J/^y^sf-^^llege

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April 2000

• Committee review of Standards drafts

• Final drafts from Committees due to
Self-Study Chairs

• Batch 3 (Standards 5, 9, 10) due to Editor
May 2000

• Revision and final editing of drafts by
Self-Study Chairs

• Draft online versions available for
campus review

June 2000

• Final editing and preparation for
publication

• Progress Report to Board of Trustees

July 2000

• Formatting of Self-Study Report for
publication by Public Relations Office

• Campus visit by WASC site team leader
August 2000

• Mailing of Self-Study report to WASC

• Final campus preparation for site visit
October 2000

• Campus site visit by WASC team

Narrative Description of GWC Organization Plan for the Self-Study.

The planning for this self-study for reaffirmation of our accreditation interestingly began at the Chancellor's
Cabinet level. It was there that the Chancellor first presented the idea that the Coast Community College
District seek permission to have a coordinated District-wide accreditation visit. The proposal was for all
District colleges and the District Office to undergo separate, yet coordinated, visits in the same year at the
same time.

Colleges discussed the pros and cons of this suggestion and, after considerable campus discussion, concluded
that the advantages of pooled district resources and comparable data sets made this idea a worthy goal. The
Chancellor then wrote a request to the Western Association of Schools and Colleges asking for the necessary
calendar adjustments to accommodate this request. The College and the District were pleased when the
Commission granted this request.

Initial planning for the Golden West Self-Study commenced in Fall 1998, and a planning calendar was
established by December of that year. All appropriate constituency groups were contacted, and campus- wide
announcements were distributed to solicit volunteers to serve on the various Self-Study committees. It was
agreed that the Co-Chairs of the Self-Study would be one faculty member and the Vice President of
Instruction. The Academic Senate appointed Dr. Nancy Boyer, Chair of the ESL Department, as the faculty
Co-Chair. The College was in the midst of selecting a permanent Vice-President of Instruction at this time, so
the interim Vice President, Dr. Joseph Zagorski, assisted with initial preparations, and Wes Bryan assumed
responsibility after Board of Trustee confirmation of his appointment in August 1999.

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By mid-March most committee co-chairs had
been identified and final confirmation was
completed by April. Dr. David Wolf conducted a
District-wide half-day workshop on the
accreditation process, which most chairs were
able to attend. In May and June preliminary
planning meetings were held and Co-Chairs
actively recruited additional volunteers. The
campus Research Office also began preparations
for planning and conducting preliminary
research and data collection.

In September and October standards committees
began their work in earnest. Data collection was
completed and the campus-wide computer
network was established. This included a web
page directory of all committees and individuals
with e-mail access and the establishment of an
accreditation folder. The folder included a history
file, resource file, and draft files for each Standard.
Protocols and levels of access were established.
The history file included past Self-Study reports
as well as visiting team reports. The resource file
included data sets and survey responses posted by
the campus Research Office. Standard folders
allowed committee members to post drafts, edit
each others work, and make comments. When a
draft was ready for wider review it could be
posted to a draft folder, and then an e-mail could
be generated to appropriate reviewers. Standard
committees met both electronically and face to
face. Co-Chairs met face to face on a monthly
basis. On a regular basis the campus was notified
as standard drafts were completed to seek
additional campus input. In November, Barbara
Dilworth, Professor of English, agreed to be the
editor of the final report.

By February finalized drafts began to be
forwarded to the editor. The editor completed a
first edit, which was returned to the committee
for review. The Self-Study Co-Chairs also
reviewed these drafts. By May all of the final
revisions were completed, as was the response to
the previous visiting team’s recommendations.
In June the Self-Study Co-Chairs began final
preparations for the progress report to the Board
of Trustees and for publication of the Report. In
July the Public Relations Office began to prepare
formatting for the Self-Study Report.

1999-2000 Self-Study Team Composition

Accreditation Self-Study Co-Chairs
Nancy Boyer,

Department Chair/Faculty, English as a
Second Language

Wes Bryan,

Vice-President, Instruction

Barbara Dilworth, Self-Study Editor
Professor, English

Standard L Institutional Mission

Dave Anthony, Co-Chair

Dean, Creative Arts

Evelyn "Sam" Weiss, Co-Chair

Professor, Nursing/Coordinator Career

Education

Americo Lopez- Rodriguez,

Department Chair/Professor, Spanish
Carol Yamashita,

Professor, Office Administration
Richard Yarosh,

Energy Management Facilitator
Linda York,

Department Co-Chair/Counselor

Standard 2. Institutional Integrity

David Barr, Chair
Dean, Criminal Justice Training
Center and Public Safety
Kathryn Crown,

Professor, English
Shirley Donnelly,

Director, Admissions and Records
Caroll Wood,

Instructional Associate, Chemistry/Drafting

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Standard 3. Institutional Effectiveness

Steve Isonio, Chair
Faculty, Psychology
Van Dees,

Associate Professor, English as a
Second Language
Stephanie Hayward,

Research Assistant I

Beth Hooper,

Professor, Math

Carol Hughes

Associate Dean, Health Center

Bonita Roohk,

Professor, Biological Sciences

Linda Stevens,

Dean, Health Professions and Grievance Officer

Jennifer Sunstein,

Student

Dwayne Thompson,

Supervisor, Research

Standard 4, Educational Programs

Brunilda Cronk, Co-Chair
Professor, Spanish
Charlanne Nee, Co-Chair
Dean, Business and Information Systems
Crystal Abbott,

Student

A1 Campbell,

Professor, Business Data Processing and
Computer Science
Robert Castano,

Associate Professor, Engineering Technology

Tom Hermstad,

Professor, Physical Education

Greg Hyska,

Information Systems Technician, Sr

Janelle Leighton,

Staff Assistant, Sn, International Student Office

Wayne Olson,

Dean, Technology and Vocational Education

Suey Quan,

Professor, Mathematics

Michael Shaughnessy,

Faculty, Physical Education and Health Education

Konrad Stein,

Professor, Physics.

Standard 5. Student Support and Development

Margie Bunten, Co-Chair

Director, Public Relations and Institutional

Advancement

Earnest "Chip" Marchbank, Co-Chair
Director, EOPS
David Baird,

Dean, Counseling

Albert Gasparian,

Faculty, Physical Education; Athletic Director

Tom Juno,

Information Systems Technician 2

Sandra Lutz,

Supervisor, Child Care Center

Barbara Sablan,

Staff Aide Physical Education / Athletics /
Health Education Division Office
Carmen Sandoval,

Staff Assistant, Sr, Assessment Center

Sandy Taylor,

Student

Lawrence Williams,

Faculty, Chemistry

Standard 6. Information & Learning Resources

Doug Larson, Co-Chair
Dean, Social Sciences and
New Media Center
Robin Matthews, Co-Chair
Professor, Humanities
Marilyn Dorfman,

Dean, Learning Resources
Mary Ruth "Mickey" Jackson
Professor, English
Patrick Milligan,

Information Systems Technician 2

Harvey Reynolds,

Department Chair/Professor, Mathematics

Roxanne Ross,

Associate Professor/Librarian

Pat Stingle,

Staff Aide Creative Arts Division Office

Sandra Whiteside,

Director, Technology Support Services

Accreditation Self-Study | 1999 - 2000

ERJC

Golden West College | Huntington Beach, CA

^^^olden

Huntington Beach

Standard 7. Faculty & Staff

Eleanor Gajewski, Co-Chair
Instructional Services Specialist
Marcella Norling, Co-Chair
Faculty, Psychology
Rebecca "Becky" Botello,

Staff Assistant, Personnel

Kristina "Tina" Bruning,

Professor, Nursing; President,

CFE/AFT Local J9JJ

David Hudson,

Dean, Language Arts

Carolyn Kirkpatrick,

Director, Personnel Services

Christana Montes,

Staff Assistant, Intercultural Center

Kimberly Pascoe,

Faculty/Trainer, Regional Resource Center
for Deaf and Hard of Hearing

Standard 8. Physical Resources

Sally Coffey, Co-Chair
Director, Community and
Special Services
Ted Palmer, Co-Chair
Department Chair, Technology;

Professor, Architecture Technology

Steve Cone,

Director, Maintenance and Operations

Bernard Gilpin,

Professor, Physics

Ken Hamdorf,

Faculty, Physical Education

Albert Jazwiecki,

Information Systems Technician 2, CFCE
Local 4794 GWC Campus Representative
Mike Wells,

Supervisor, Evening/Weekend Operations

Loyd Wilcox,

Professor, Mathematics

Standard 9. Financial Resources

Lee Eastwood, Chair
Vice-President Administrative Services
John Breihan,

Administrative Dean, Student Support Services

Janet Houlihan,

Director, Fiscal Services

Steve Ludwig,

Director, College Bookstore

Barbara Pogosian,

Professor, Biological Sciences

Jack Wadhams,

Professor, Mathematics

Standard 10. Governance & Administration

Richard Porter, Co-Chair

Vice-President, Student Services

Gary Stratton, Co-Chair

Department Chair, Physical Education/Health

Education; Professor, Physical Education;

Chair, CCI

Dibakar Barua,

Department Chair/Professor, English;
President, Academic Senate
Rozanne Capoccia,

Student; President, ASB

Brian Conley,

Professor, Art
Dolores Harper
President's Secretary
Valerie Venegas,

Director, Student Activities

Accreditation Self-Study | 1999 ■ 2000

ERIC

Golden West College | Huntington Beach, CA

Accreditation Self-Study
1999 - 2000

Huntington Baach

ERIC

BEST COPY AVAILABLE

Huntington Beach

GOLDEN WEST COLLEGE
PREFACE

Huntington Beach, California...

mention the name, and people think of blond-haired surfers riding waves that roll toward golden sand,
the Beach Boys singing "Surfin’ U.S.A.," harbors filled with exclusive hotels and the yachts of movie stars,
Annette and Bobby playing beach volleyball with their high school chums, while hot dogs roast and Coca
Cola chills. Huntington Beach is indeed one of the very places which inspired the popular beach movies’
myth of endless summer. The image is surf city, where the sun smiles down beneficently all day, every
day. But reality is rarely as Hollywood would have it, and times have changed in Southern California.
Huntington Beach is an extremely, ethnically diverse, economically polarized, and rapidly-changing
environment. Serving this complex service area is Golden West College’s mission today.

Beginning at the famous surf, a tour up Beach Boulevard (Highway 39) past the College dramatically
shows the enormity of the challenge confronting a public higher education institution committed to
serving the entire community. The area within three miles of the ocean is exclusive property, where Pacific
Coast Highway runs along eight miles of some of the finest deep-sand beach in California. At the west
end, Huntington Harbor with its yachts, gleamingly new Hilton, expensive condominiums, and upscale
shopping areas provides the setting for a perfect Chamber of Commerce postcard.

Several years ago the city began its old-town redevelopment project to revive an ailing downtown
area. The result is a patchwork of old and new: some buildings retaining their beach village look, some
tom down and replaced with shops, restaurants, theater complexes, and gated communities. But, only two
miles north, at Beach Boulevard and Adams Avenue, the exclusivity ends.

Adams Avenue marks the beginning of the commercial strip-stores and small businesses on either side of
Beach Boulevard-that mns the entire length of Golden West College’s service area. This area, between
Adams Avenue and Talbert Street, houses middle-class Caucasian families, but pockets of Latino families
also live there. However, this area is in transition. It is beginning to have its gang graffiti, bars on the
windows, and mn-down buildings. Recently, at Huntington Beach High School, one of the area high
schools whose students go on to Golden West College, school officials and police held a meeting for
parents at which the police displayed an arsenal of weapons that included guns, ammunition, and knives.
The parents were shocked to learn that these weapons had been confiscated from student lockers.

West of Beach Boulevard is Gothard Street, where less than a decade ago, highly productive farmland
was producing cauliflower, mushrooms, and broccoli. But Gothard is now an eight-mile industrial strip that
provides jobs for the community and valuable linkage/support to the College's vocational programs. The
street also attracts scores of migrant workers and day laborers who live in the area. Seven days a week, in
groups of 50-60, these people wait on street comers for work at the meager pay of $5.00 per hour or less.
At nearby Gothard and Warner is the Warner Avenue Baptist Church, one of the oldest churches in
Huntington Beach. Its marquee is written in Vietnamese, but the church offers worship services in both
Vietnamese and Spanish for its ethnically diverse congregation. In this vicinity is the Oak View area,
which has its own police precinct to address the high-density criminal activities that regularly occur there.

Accreditation Self-Study [ 1999 - 2000

ERIC

Golden West College ( Huntington Beach, CA

Huntington Beach

Although there are pockets of poverty all over Huntington Beach, one in particular is close by at the
southern boundary of the campus. Between Talbert and Edinger Avenues is a low income, high-density
population area where poor Latinos and Caucasians live, mostly in small apartments.

Although some Latinos live between Edinger and Bolsa Avenues in the city of Westminster, the area
is primarily Vietnamese. Little Saigon, to the east of Beach Boulevard, has the highest concentration
of Vietnamese people in the United States and the largest Vietnamese community outside of Vietnam. A
person can drive for blocks along Bolsa Avenue without seeing one sign in English. This concentrated
ethnic area was formed in two waves of immigration. The first wave was composed mainly of highly
trained and educated professionals who had been working with Americans in Vietnam. The second wave,
first comprising boat people and then, later, legal refugees from Vietnam, has been typically less educated,
less sophisticated, and less able to adapt to the new culture. The Vietnamese, generally very hard working
people who see education as the way to a better and future, make up a significant portion of student
population at Golden West College.

Here Beach Boulevard divides the Vietnamese on the east from high concentrations of Latinos,
Koreans, and Samoans who have their own stores and food shops to the west. They also are generally hard
working people, trying to assure their children a better education and life.

There is tension between the people living east and and those living west of Beach Boulevard.
Westminster High School, which serves this area, has become a closed campus in order to keep out
undesirable elements.

Farther north from the ocean on Beach Boulevard is the city of Stanton; another mixed low-income
area, rife with dilapidated buildings. Finally, we have reached the northern edge of the College's service
area.

Students find their way to the College from this entire diverse area. The challenge for Golden West
College is to continue its tradition of academic excellence combined with open access in the face of this
increasingly diverse student population.

ERIC

... ^

Huntington Beach

A review of the student enrollment history (Figure 1) at Golden West College demonstrates, rather
dramatically, the changes described in the previous narrative. There has been a decline in the number of
White students, with a low in 1996. In 1996 the College demographics began to change again. As the
number of Asian students began to decline, there were increases in both the numbers of White and Hispanic
students.

Am.Indian

Asian

Black

White

Hispanic

Filipino

Other

1993

1994

1995

1996

1997

1998

1999

Am.Indian

225

192 .

179

156

123

153

143

Asian

3,884

4,004

4,022

4,017

3,731

3,559

3,521

Black

197

190

204

215

208

194

192

White

7,626

6,457

5,700

5,384

5,478

5,522

5,548

Hispanic

1,469

1,393

1,370

1,310

1,316

1,324

1,491

Filipino

241

203

198

205

198

210

221

Other

736

655

742

890

733

780

1,044

Total

14,378

13,094

12,415

12,177

11,787

11,742

12,160

1993

1994

1995

1996

1997

1998

1999

Am.Indian

1.6%

1.5%

1.4%

1.3%

1.0%

1.3%

1.2%

Asian

27.0%

30.6%

32.4%

33.0%

31.7%

30.3%

29.0%

Black

1.4%

1.5%

1.6%

1.8%

1.7%

1 .6%

White

53.0%

49.3%

45.9%

44.2%

46.5%

47.0%

45.6%

Hispanic

10.2%

10.6%

11.0%

10.8%

11.2%

11.3%

12.3%

Filipino

1 .7%

1.6%

1.7%

1.8%

Other

5.1%

5.0%

6.0%

7.3%

6.2%

6.6%

8.6%

Total

100.0%

Accreditation Self-Study | 1999 ■ 2000

ERIC

Golden West College | Huntington Beach, CA

Huntington Beach

Student enrollment at Golden West College has varied significantly over the years. As depicted in Figure
2, Golden West College peaked in enrollment in 1982, with nearly 5,000 full-time, and over 15,000
part-time students. These numbers have dropped steadily through 1999, when only 3,854 were enrolled
full-time, along with 8,306 part-time students. Figure 2 depicts these overall trends (headcounts) over
time, since 1971.

Figure 2 - Enrollment History

GWC Fall Enrollment History

1971

1976

1981

1986

1991

1996

1999*

PART-TIME

FULL-TIME

67.8%

32.2%

75.4%

24.6%

80.2%

19.8%

74.5%

25.5%

74.4%

25.6%

69.8%

30.2%

68.3%

31.7%

TOTAL

100.0%

1971

1976

1981

1986

1991

1996

1999*

PART-TIME

FULL-TIME

7,677

3,641

12,432

4,058

18,522

4,579

11,158

3,821

11,488

3,951

8,497

3,680

8,306

3,854

TOTAL

11,318

16,490

23,101

14,979

15,439

12,177

12,160

* Break in scale

Accreditation Self-Study | 1999 - 2000

ERIC

Golden West College | Huntington Beach, CA

Huntington Beach

Because many students come to us academically underprepared to handle college-level work, they
are often unable to fulfill their educational goals. Yet they are the students who need us the most. Golden
West College is committed to helping these students. Our talented and committed faculty are deeply
concerned about them, and we have many people in the community who are willing to assist. The College
began in the mid-nineties to discuss how to improve its service to these students by the formation of a
Task Force on Student Underpreparedness. This group developed an agenda to help meet the identified
student needs. Some committee members joked early on that the task force should have been called
"College Underpreparedness" to more accurately focus the institution on its responsibility to adapt to the
new challenges it was facing. The Task Force clearly focused its attention on helping the College focus
on three important goals; (1) to support activities and initiatives that were aimed at improving student
retention, (2) success, and (3) to address the issues contributing to the increase in early student
withdrawals. Figure 3, supports the finding that the College has begun to make significant progress in
addressing these goals.

The overall Early Drop Rate has decreased from a high of 19.1 in the Fall of 1995 to a low of 14.9
in the Fall of 1999. Several college initiatives have contributed to this effort. Matriculation has looked at
appropriate placement, Project Call Back has trained instructors to make early contact, and in numerous
communications to staff, the College has stressed the importance of the first several weeks of instruction
for fragile students. These efforts have positively effected the decrease in drop rates.

Keeping students during the first several weeks is only part of the solution retaining them for the
whole semester and helping them succeed are the other two essential goals. Figure 3 demonstrates
significant gains in these areas as well. The college retention rate increased from a low in the fall of 1994
of 79.2% to a high of 82.2% by the Fall of 1999. Additionally the Student Success rate college wide
increased from 64.4% in the Fall of 1996 to 65.4% by the Fall of 1999. These gains were made because
the College understood that these students needed coordinated support and assistance throughout the
entire educational process; they do not need lowered standards and a watered-down curriculum. The
challenge, as we see it, is to make high quality, higher education accessible to all our students through
systematic support programs.

Figure 3 - Early Drop Rates, Retention Rates and Success Rates

Golden West College | Huntington Beach, CA

ERIC

Huntington Beach

Myth has it that there is a pot of gold at the end of the rainbow. In spite of its name, Golden West College
is not golden. Instead, it is a rainbow reflecting the rich diversity of our student body. We see our service
area's diversity as an asset as well as a challenge. Indeed, few colleges are as well positioned as Golden
West College to offer programs that can help us meet the needs of our diverse student body. With
continued careful planning and change, we can succeed in providing a quality education to our traditional
students as well as to our new Americans. We believe that by implementing many of the plan goals
identified in the self-study, we will enable our staff and students to succeed and thus succeed in fulfilling
our mission. We must do so. It is important for California and for American society as a whole.

ERIC

Accreditation Self-Study j 1999 - 2000

Golden West College | Huntington Beach, CA

BEST CX)PY AVAILABLE

Huntington Beach

Fall 1999 Student Enrollment Snapshot
(as of Saturday morning at the End of the Third Week)

Count

Total

12,160

100.0%

Total

12,160

100.0%

GENDER

HIGH SCHOOL GRADUATE

Male

5,592

46,0%

Graduate

843

6,9%

Female

6,568

54.0%

GED

405

3,3%

Cert of Equiv

0,0%

TIME OF DAY

Prof Exam

131

1,1%

Day Only

4,168

34.3%

Cert Comp

0,0%

Evening Only

3,117

25.6%

Foreign Secondary

1,285

10.6%

Day and Evening

4,875

40.1%

Non Graduate

588

4.8%

Unknown

1,315

10,8%

AGE

Under 21

3,521

29.0%

ATTEND ANOTHER COLLEGE

21-24

2,524

20.8%

Yes

6,896

56,7%

25-30

2,180

17.9%

5,264

43.3%

31-40

1,837

15.1%

41-50

1,090

9.0%

UNIT LOAD THIS SEMESTER

51-54

316

2.6%

0.1-5.9

5,016

41,3%

55+

692

5.7%

6.0-11.9

3,762

30.9%

12.0-18.9

3,176

26,1%

EDUCATIONAL GOAL

19+

0,6%

Transfer

2,129

17.5%

NC only

135

1.1%

AA degree

4,282

35.2%

AAVoc

185

1.5%

UNITS COMPLETED, NO DEGREE

AA Gen Ed

539

4.4%

0-15 units

5,556

45.7%

Certificate

495

4.1%

15,1-30

1,517

12.5%

Job skills

474

3.9%

30.1-45

1,086

8,9%

HS credit

0.2%

45,1-60

802

6,6%

Personal

1,018

8.4%

60+

1,282

10.5%

Undecided

1,847

15.2%

Unreported

244

2.0%

ENROLLMENT STATUS

Disc Career

266

2.2%

First Time

4,548

37.4%

Career Advnc

398

3.3%

Continuing

5,567

45.8%

Basic skills

188

1.5%

Returning

1,887

15,5%

Mail Cert.

0.6%

Transfer

0.1%

High School

141

1.2%

ENTRANCE LEVEL

0-30 units

6,862

56.4%

SUMMARY

30-60

1,619

13.3%

Asian

3,521

29.0%

60+

853

7.0%

Black

192

1,6%

AA/AS Degree

683

5.6%

Filipino

221

1,8%

BA/BS Degree

1,253

10.3%

Hispanic

1,491

12.3%

HS Student

129

1.1%

Amer Ind

143

1,2%

Unknown

761

6.3%

Pac Islander

0,6%

White

5,548

45,6%

Hold BA Degree or Higher

1,256

10.3%

Other/Unknown

977

8,0%

Accreditation Self-Study | 1999 - 2000

er|c

Golden West College | Huntington Beach, CA

Huntington Beach

GWC Fall Enrollment by Age

1994

1995

1996

1997

1998

1999

<21

21-24

25-30

31-40

41-50

51-54

55+

33.1%

23.9%

18.5%

12 . 8 %

6 . 6 %

1.5%

3.5%

31.2%

24.5%

19.0%

13.6%

6 . 2 %

1 . 6 %

4.0%

27.4%

24.2%

19.9%

14.4%

7.6%

1.9%

4.8%

26.0%

23.4%

19.3%

14.9%

8.5%

2.4%

5.6%

26.4%

21.5%

18.8%

16.0%

9.1%

2.4%

5.7%

29.0%

20 . 8 %

17.9%

15.1%

9.0%

2 . 6 %

5.7%

Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

1994

1995

1996

1997

1998

1999

<21

21-24

25-30

31-40

41-50

51-54

55+

4,333

3,126

2,422

1,680

870

202

461

3,870

3,038

2,354

1,686

771

198

498

3,334

2,943

2,423

1,749

923

226

579

3,066

2.753
2,276

1.754
1,003
277
658

3,096

2,526

2,212

1,879

1,072

284

673

3,521

2,524

2,180

1,837

1,090

316

692

Total 1 3,094 1 2,41 5 1 2, 1 77 11 ,787

11,742 12,160

Accreditation Self-Study | 1999 • 2000

ERIC

Golden West College j Huntington Beach, CA

Huntington Beach

Degrees and Certificates Awarded

1,000 -|

900 --

1991

1992

1993

1994

1995

1996

1997

1998

1991

1992

1993

1994

1995

1996

1997

1998

AA Degrees

490

627

555

679

690

824

863

733

Certificates

181

210

275

352

374

292

278

263

Total

671

837

830

1,031

1,064

1,116

1,141

996

1991

1992

1993

1994

1995

1996

1997

1998

AA Degrees
Certificates

73.0%

27.0%

74.9%

25.1%

66.9%

33.1%

65.9%

34.1%

64.8%

35.2%

73.8%

26.2%

75.6%

24.4%

73.6%

26.4%

Total

100.0%

Note: Counts include students who receive both an AA degree and a certificate.

Accreditation Self-Study | 1999 • 2000

er|c

Golden West College | Huntington Beach, CA

Enrollment by Entrance Level

Huntington Beach

1993

1994

1995

1996

1997

1998

1999

1993

1994

1995

1996

1997

1998

1999

0-30 units

9,735

8,982

8,249

7,689

7,106

6,750

6,862

30-60

1,608

1,554

1,599

1,469

1,471

1,593

1,619

60+

840

758

740

673

813

831

853

750

611

551

582

652

707

683

759

604

535

807

987

1,208

1,253

165

116

115

114

108

129

Other

521

469

626

843

650

556

761

Total

14,378

13,094

12,415

12,177

11,787

11,742

12,160

1993

1994

1995

1996

1997

1998

1999

0-30 units

67.7%

68.6%

66.4%

63.1%

60.3%

57.5%

56.4%

30-60

1 1 .2%

11.9%

12.9%

12.1%

12.5%

13.6%

13.3%

60+

5.8%

6.0%

5.5%

6.9%

7.1%

7.0%

5.2%

4.7%

4.4%

4.8%

5.5%

6.0%

5.6%

5.3%

4.6%

4.3%

6.6%

8.4%

10.3%

1.1%

0.9%

0.8%

1.1%

Other

3.6%

5.0%

6.9%

5.5%

4.7%

6.3%

Total

100.0%

ERIC

Accreditation Self-Study | 1999 - 2000

Golden West College | Huntington Beach, CA

olc/en

Huntington Beach

Enrollment by Highest Degree Held

1993

1994

1995

1996

1997

1998

1999

AA/AS

698

576

517

544

624

686

661

BA/BS

620

505

467

726

919

1,135

1,196

MA/MS

PhD

None

13,005

11,955

1 1 ,393

10,840

10,179

9,860

10,243

Total

14,378

13,094

12,415

12,171

11,787

11,742

12,160

1993

1994

1995

1996

1997

1998

1999

AA/AS

4.9%

4.4%

4.2%

4.5%

5.3%

5.8%

5.4%

BA/BS

4.3%

3.9%

3.8%

6.0%

7.8%

9.7%

9.8%

MA/MS

0.3%

0.4%

0.2%

0.4%

0.5%

0.4%

PhD

0.1%

None

90.5%

91.3%

91.8%

89.1%

86.4%

84.0%

84.2%

Total

100.0%

Note: 1993 - Differential fees for BA/BS holders implemented

1 996 - Differential fees discontinued

Accreditation Sell-Study | 1999 - 2000

ERIC

Golden West College j Huntington Beach, CA

Iden ^/^est^^Hege

Huntington Beach

Enrollment by Status

1993

1994

1995

1996

1997

1998

1999

1st time

5,069

4,015

3,893

3,865

3,951

4,112

4,548

Continuing

7,253

7,415

6,793

6,494

5,946

5,707

5,567

Returning

1,774

1,553

1,614

1,691

1,720

1,780

1,887

1st time trans

242

107

104

141

Total

14,378

13,094

12,415

12,177

11,787

11,742

12,160

1993

1994

1995

1996

1997

1998

1999

1st time

35.3%

30.7%

31.4%

31.7%

33.5%

35.0%

37.4%

Continuing

50.4%

56.6%

54.7%

53.3%

50.4%

48.6%

45.8%

Returning

12.3%

11.9%

13.0%

13.9%

14.6%

15.2%

15.5%

1st time trans

0.3%

0.2%

0.6%

0.4%

0.1%

1.7%

0.7%

0.9%

0.8%

1.2%

Total

100.0%

Accreditation SelNStudy | 1999 - 2000

er|c

Golden West College | Huntington Beach, CA

Huntington Beach

Within District Cities/ZIP Codes with More Than 20 Students Enrolled

Costa Mesa Total
— d— Garden Grove Total
— A — Huntington Beach Total
— Newport Beach Total
Westminster Total
— •— Fountain Valley Total
— h*^ Midway City Total

1992

1993

1994

1995

1996

1997

1998

Costa Mesa

92626

244

214

211

203

234

180

195

92627

173

164

166

164

130

160

174

Costa Mesa Total

417

378

377

367

364

340

369

Garden Grove

92640,92840

326

332

390

375

386

313

355

92641,92841

410

433

470

406

435

418

92643,92843

508

535

598

579

569

546

505

92644,92844

492

479

570

582

587

575

518

92645,92845

282

248

239

224

237

234

245

Garden Grove Total

2,018

2,027

2,267

2,230

2,185

2,103

2,041

Huntington Beach

92646

901

747

800

680

631

755

704

92647

2,396

2,118

2,083

1,854

1,905

1,831

1,783

92648

1,077

903

882

757

747

842

846

92649

1,143

924

911

803

864

833

939

Huntington Beach Total

5,517

4,692

4,676

4,094

4,147

4,261

4,272

Newport Beach

92625

92660

92661

92662

92663

Newport Beach Total

189

148

164

151

137

141

154

Westminster Total

2,586

2,503

2,765

2,665

2,773

2,728

2,612

Fountain Valley Total

1,141

999

974

918

868

902

939

Sunset Beach Total

Midway City Total

197

218

242

254

240

261

230

Within District Cities Total

12,107

10,997

11,488

10,701

10,742

10,766

10,648

Source: MIS Spring Student Basic Databases

Accreditation Self-Study | 1999 - 2000

ERIC

Golden West College | Huntington Beach, CA

Huntington Beach

CCCD District Boundaries

14.000

12.000

10,000

8,000

6,000

4.000

2.000

— 1

-s—

t Within District Zip Codes

— O — Out of District Zip Codes

1 1 —

Hilh""

1992 1993

1994

1995

1996

1997

1992

1993

1994

1995

1996

1997

1998

Within District Zip Codes
Out of District Zip Codes

12,389

4,178

11,259

4,049

11,738

4,280

10,911

3,865

10,924

4,048

10,766

4,459

10,866

4,761

16,567

15,308

16,018

14,776

14,972

15,225

15,627

1992

1993

1994

1995

1996

1997

1998

Within District Zip Codes
Out of District Zip Codes

74.8%

25.2%

73.5%

26.5%

73.3%

26.7%

73.8%

26.2%

73.0%

27.0%

70.7%

29.3%

69.5%

30.5%

100%

Notes; Represents all students registering includes second nine-week courses).
Source: MIS Spring Student Basic Databases

Accreditation Self-Study | 1999 - 2000

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Golden West College | Huntington Beach, CA

AccrediMion Self-Study
1999 - 2000

Huntington Beach

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Huntington Beach

Administrative Positions

rev. 04/03/00

Note: Complete organizational charts are included in the GWC Personnel Compendium.

Golden West College j Huntington Beach, CA

best copy available

Huntington Beach

President's Office

rev. 04/03/00

Golden West College | Huntington Beach, CA

giSTSOPY AVAILABLE

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Instruction Division

rev. 08/24/99

Golden West College

President

Ken Yglesias

Instruction

Vice President
Wes Bryan

Instruction

Staff Assistant

Barbara Gallegos

Instruction

Instructional Services Specialist (70%)
Eleanor Gajewski

Evening Operations

Staff Aide

Rona Me Arthur-Harold

Criminal Justice Training Center

Language Arts

Dean

David Barr

David Hudson

Health Professions

Business and Information Systems

Dean and Grievance Officer

Dean

Linda Stevens

Chari anne Nee

Social Sciences & Distance Learning

Learning Resources

Dean

Doug Larson

Marilyn Dorfman

Fine and Performing Arts

Technology and Vocational Education

Dean

David Anthony

Wayne Olson

Health & Physical Education

Mathematics & Sciences

see Health/P. E.

see Math/Science

for details

Golden West College | Huntington Beach, CA

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Huntington Beach

Administrative Services

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Huntington Beach

Student Services Division

rev. 04/03/00

Golden West College

President
Ken Yglesias

Student Services
Vice President
Richard Porter

Student Services
Staff Assistant
Sandi Dollente

Student Support Services
Administrative Dean
John Breihan

Counseling

Dean

David Baird

Research
Supervisor
Dwayne Thompson

Special Student Services

Admissions & Records

Dean

Director

(Vacant)

Shirley Donnelly

Disabled Student Services
Supervisor
Rebecca Botello

Student Activities
Director
Valerie Venegas

Accreditation Self-Study | 1999 - 2000

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Golden West College | Huntington Beach, CA

Accreditation Self-Study

1999 - 2000

Huntington Beach

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Certification of Continued Compliance
With Eligibility Requirements

1. AUTHORITY.

Golden West College is authorized by the
State of California to operate as a public
institution of higher education and to
award degrees.

(see page 3 of the College Catalog)

2. MISSION.

The institutional Mission Statement of
Golden West College has been formally
adopted and is published in major college
publications, including the college catalog.

3. GOVERNING BOARD.

The Coast Community College District has
a functioning Governing Board that is
ultimately responsible for the quality and
integrity of the institution and for ensuring
that the institution’s mission is being
carried out.

4. CHIEF EXECUTIVE OFFICER.

The College President , Kenneth P. Yglesias,
Ed.D., has been appointed by the Board of
Trustees of the Coast Community College
District and has primary administrative
responsibility to Golden West College.

5. ADMINISTRATIVE CAPACITY.

Golden West College has more than
sufficient staff who are appropriately
prepared to provide the administrative
services necessary to support the college
mission. Organizational charts for the
College are included in the institutional
organization section earlier in this report.
The GWC Personnel Compendium contains
several detailed organizational charts that
supplement the primary ones included
in this report.

6. OPERATIONAL STATUS.

Golden West College provides educational
and support services to approximately
12,000 students pursuing a variety of
educational goals, including degree/certificate
completion, transfer, vocational education,
and personal growth and development. A
brief discussion of the enrollment history
of the College is included in the Student
Demographics section of this report.

7. DEGREES.

Most of the educational offerings at
Golden West College lead to Associate in
Arts degrees, and a significant proportion
of students are enrolled in these
degree-applicable offerings.

8. EDUCATIONAL PROGRAMS.

The College’s principal degree programs
are congruent with the overall college
mission, are based on typical higher
educational fields of study, are of appropriate
content and length, and are conducted at
levels of quality and rigor appropriate to
the degrees offered. Many of the degree
programs are of two academic years in
length. The college catalog includes
details about degrees that support the
mission of the College and documents
courses, units, and the curricular sequence
of the educational programs.

9. ACADEMIC CREDIT.

Golden West College awards academic
credit based on generally accepted
practices in degree-granting institutions of
higher education. The college catalog
contains details about policies on transfer
and award of credit.

10. EDUCATIONAL OBJECTIVES.

The educational objectives of each
program are defined and published for
students by the College in the college
catalog.

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Golden West College | Huntington Beach, CA

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Huntington Beach

11. GENERAL EDUCATION.

Golden West College incorporates a well
defined general educational component into
its programs designed to ensure breadth of
knowledge and to promote intellectual
inquiry. This component includes
demonstrated competence in writing and
computational skills and an introduction to
some of the major areas of knowledge.

The college catalog has a listing of general
education courses with course descriptions.

12. FACULTY.

A sufficient number of experienced and
qualified faculty have full-time responsibility
for the institution’s educational programs.
The District/College Hiring Policy outlines
guidelines for selection of faculty members.

A statement of faculty responsibilities has
been adopted. Finally, the college catalog
lists names of contract faculty and their
degrees and experience.

13. STUDENT SERVICES.

Appropriate student services consistent
with student characteristics and needs are
provided for all students.

14. ADMISSIONS.

Clear and appropriate admission policies
have been adopted and are used by the College.

15. INFORMATION AND LEARNING
RESOURCES.

Golden West College provides students
with access to learning resources and
services that support the college mission
and its educational programs.

16. FINANCIAL RESOURCES.

The College has a funding base, financial
resources, and plans for financial development,
which are adequate to support its mission
and educational programs and to assure
financial stability.

17. FINANCIAL ACCOUNTABILITY.

The College undergoes regular external
financial audits and makes the results of
these audits available. The audits use
Audits of Colleges and Universities as a
guide.

18. INSTITUTIONAL PLANNING AND
EVALUATION.

Golden West College uses a comprehensive
planning and program review process to
identify and integrate plans for academic
personnel, learning resources, facilities,
and financial development.

19. PUBLIC INFORMATION.

The purposes and objectives of the College,
admission requirements and procedures,
and rules directly affecting students, as
well as information about programs and
courses, degrees, refund policies, academic
credentials of faculty and administrators,
and related items are published in the
college catalog, the schedule of classes,
and other appropriate places.

20. RELATIONS WITH THE
ACCREDITING COMMISSION.

The Governing Board of the Coast
Community College District adheres to the
eligibility requirements and accreditation
standards and policies of the Accrediting
Commission and describes itself in identical
terms to all its accrediting agencies.

> 7 /

Kenneth D. Yglesias, {y President, Golden West College

■ l/pys

William Vega, Chancellor, Coast Community College District

Accreditation SeH-Study | 1999 • 2000

er|c

Golden West College | Huntington Beach, CA

Accreditation Self-Study

Huntington Beach

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'^^^olden ^/y/esi-^^Hege.

Huntington Beach

Responses to Recommendations from the
Most Recent Evaluation (1998)

5.7 - Institutional Integrity
The team recommends that the College develop
and implement a comprehensive, ongoing
planning and budgeting process. The team
suggests that program review recommendations
and long-range staff, facility, capital equipment,
and technology plans be incorporated into the
process. Further, the team suggests that the
process involve staff at every level and be
communicated clearly and consistently
campus-wide.

The College has made progress on this
recommendation in several ways; however,
significant changes in administration, enrollment
declines which necessitated the College and
District to opt for a three-year stabilization
funding option, and attention to the immediate
needs instead of long-term planning have slowed
that progress.

Since the visiting team completed its report and
subsequent recommendations, the College has
replaced three executive administrators and
completed an administrative reorganization. Some
of these changes were planned to address
concerns raised in the last report and others to
adjust to resignations and college planing goals.
We believe that the structure now in place will
allow the College to implement long-range,
campus-wide planning more effectively.

During the 1999-2000 Academic year the
College conducted a campus-wide review of its
organizational structure, including a two-day,
off-campus retreat involving more than 70
campus representatives. A tentative reorganization
plan was developed, and a review process and
timetable were established. This resulted in the
College adopting a new reorganization plan that
will be implemented in July 2000.

To support this new reorganization plan and
further the College progress, the Planning and
Budget Committee formally adopted a
decision-making flow chart incorporating these
changes as well as other campus bodies.
Additionally, the campus Planning and Budget
Committee also adopted a planning calendar that
would link the individual planning team plans to
the College Plan. This work will be completed in
time to affect planning and budget as the College
moves out of stabilization funding and qualifies
for new resources.

Lastly, the Planning and Budget Committee
reviewed the six college-wide planning goals
and selected three to use as guides for priority
funding in the coming year.

Each of these developments gives evidence that
the College is making sincere effort to address
the concerns raised by the previous visiting team
to develop and implement a comprehensive,
ongoing planning and budgeting process that
involves staff at every level.

We believe that when the District completes the
work on implementing the new PNI (Protocol
National Incorporated) software system, the
College will be better equipped to make
substantial progress in this area. This software
provides for a truly integrated system - Human
Resources, Student Information and Instruction,
and Finance. With this system the College will
have at its disposal the necessary tools to fully
implement those recommendations and the
organizational infrastructure changes as well as
planning process changes.

Accreditation Self-Study | 1999 - 2000

er|c

Golden West College ( Huntington Beach, CA

Huntington Beach

4,1 ~ Educational Programs
The team recommends that the College redouble
its efforts to implement an instructional
program review process that underpins and
supports its planning and budgeting to guide
the growth, modification, limitation or reduction
of all instructional programs as was recommended
in 1991.

The College has made substantial revisions to
the program review process. Furthermore, it has
used this data in making important programmatic
decisions, including the expenditure of
Partnership for Excellence funds. Block Grant
funding, and new faculty hires.

Equally active since the 1998 visit, the Student
Service Planning Team revised their plan. Each
area adopted programmatic goals and identified
activities to support the achievement of those
goals. Because of the wide variety of student
support efforts provided by this area no uniform
method for data reporting and assessment has
been identified. Individual programs develop
their plan along with goals, activities, and, if
applicable, methodologies for measurement.
These plans are then presented to the Planning
Team as a whole for review and approval.
Discussion is under way to try to identify some
common methods of measurement that will help
the Division make programmatic comparison for
budgeting and staffing decisions.

After the 1998 team visit, the Instructional
Planning Team completely revised its program
review process from one that was cyclical (every
6 years) to an annual (every year) review. It was
agreed that for the first three years, the process
would resemble a trends analysis with each
program reviewing the trends in five areas -
student demographics, scheduling, student
satisfaction, student success, and program
efficiency. Each program completed its own
analysis, identified specific concerns, and set
individual program goals. The campus research
office supplied all data in a uniform format. The
data sets included college-wide data, divisional
data, and departmental data sets. The primary
goal of this process was to unify the data sets,
educate departments in the use of data and goal
setting, and discover errors of fact and design. In
year three, the Instructional Planning Team will
begin to move this process toward a planning
process that mirrors the college-wide goals and
allows for programs to measure themselves
against both college goals and departmental
goals. Data sets will be developed that move to
the course level and provide data that can
increase the effectiveness of enrollment
management and goal setting that increase
student success. Finally, these revisions will
result in the creation and adoption of a new
Instructional Plan for 2001-2(X)3.

Finally, since the new Vice President of
Administrative Services has been in place, the
Administrative Services Planning Team has met
on a regular basis. The team has kept regular
notes of its meeting which are widely distributed.
Minutes reflect that this team has begun to
actively review all areas of service, identify
areas of concern, and develop plans to remedy
problems. Extensive efforts have been made to
identify resources to assist in campus renovation
and improvement. In recent years, when funding
was scarce, this area was substantially reduced.
Now the team is making efforts to find
additional resources, prioritize projects, and
forward proposals to PFE, Planning and Budget
Committee, the District, and the State. Planning
agendas are under development in accordance
with the college-wide goals adopted in Spring
2000.

Accreditation Self-Study | 1999 - 2000

er|c

Golden West College j Huntington Beach, CA

Huntington Beach

5.1 - Student Support and Development
The team recommends that the College
enhance its efforts to implement a student
services program review process that underpins
and supports its planning and budgeting to
guide growth, modification, limitation, or
reduction of all student support programs as
was recommended in 1991.

The Student Services Program has instituted a
program review process since the last accreditation
report. The process began with the Student
Services Planning Team establishing its unit
goals that support the college-wide goals. Each
department then established its goals and activi-
ties, which could be measured. The program
review schedule coincides with the accreditation
cycle. The College's Student Services programs
have experienced a disruption in their regular
program review process due to changes in our
scheduled accreditation visit and changes in
organizational structure resulting from the
combination of Vice President of Instruction and
Vice President of Student Services into one
position. In Spring 1999, it was determined to
once again split the combined vice president
position into both a VP of Instruction and a VP
of Student Services. After this was done, the
new Vice President of Student Services restored
the established cycle and the year-end reports.
The decisions made in planning are based on the
data supported by findings in the review process.
Each review identifies needs, trends, mandated
costs, and examines program efficiency compared
with past performance as well as with other
colleges of similar size. The process has been
re-instituted with an updating of each
department's goals and objectives and the setting
of a schedule that will be completed in Spring
2001.

5.2

The team recommends that the College expand
its use of follow-up student outcome studies in
it matriculation model to guide educational
course and program development.

Follow-up student outcome studies from the
College's matriculation model have been used
to influence the reinstatement of a reading
curriculum as part of the English program on
campus. Studies revealed that a significant
number of students are enrolling at Golden West
with below college level reading skills and
would benefit from taking courses to help
improve those skills. The College hired a new
full-time faculty member in Fall 1999 with a
specialty in reading to develop and teach
curriculum to address this need. The GWC
curriculum committee, during the 1999-2000
school year, approved several new reading
development courses. They will be offered for
the first time in Fall 2000. A new computerized
reading assessment has been validated. Starting
in Fall 2000, new students enrolling in classes
will be assessed and advised, if necessary, to
take courses to improve their reading skills.
Additional efforts to link outcome studies to
educational course and program development
are under review.

7.1 - Faculty and Staff

The team recommends that the College take
steps to ensure that classified staff are evaluated
consistently, routinely and in a timely manner.

The College, in coordination with the District
Office of Human Resources, now has in place a
human resources tracking system that automates
reminders to supervisors along with electronic
evaluation forms. This system has increased the
efficiency and timelines of these reviews. The
College is now in satisfactory compliance with
this recommendation.

Accreditation Self-Study | 1999 ■ 2000

ERIC

Golden West College | Huntington Beach, CA

Huntington Beach

8A ~ Physicl Resources

The team recommends that the College address
the issues of a capital equipment replacement
schedule as soon as possible, as recommended
by both the 1986 and 1991 accreditation
visiting teams.

For the past three years, more than four million
dollars have been expended in capital equipment
replacement and acquisition. The source of
these funds has been state-funded Partnership for
Excellence, Block Grant, and Equipment
Purchase dollars, as well as FTE generated
income. Equipment replacement and acquisition
identification requests have been decentralized
to the departmental level to guarantee the widest
participation of faculty and staff and to ensure
that departmental needs are updated each year to
reflect the most critical needs. The Planning and
Budget Committee has assigned responsibility for
decision making in this area to the Partnership
for Excellence Committee, comprised of three
faculty members, the three vice presidents, a
classified representative, and a student. This
process has resulted in the replacement and
acquisition of a tremendous amount of electronic
and teaching equipment.

Additionally, utilizing profits from the Swap
Meet and FTE-generated income, the College
has established a capital equipment replacement
schedule that addresses issues of furniture
and carpet replacement, painting, landscape
improvement, and parking lot rehabilitation. For
the past two years, more than one million dollars
has been expended in these categories.

9,1 - Financial Resources
The team recommends that the College and the
District work together to implement a structure
and communication process whereby college
constituencies can become more informed
about financial status of the District and its
resources, as recommended by both the 1986
and 1991 accreditation visiting teams.

For the last two years, the District has distrib-
uted a comprehensive review of enrollment data
to all colleges. The data has identified trends and
projected those trends. These have greatly assisted
College and District planning. Because the
District has experienced enrollment decline and
applied for stabilization funding it has been
important to distribute this information widely
and develop unified plans to increase enrollment
district-wide.

The District has given regular updates to these
projections and district staff has been available
for numerous campus-wide meetings regarding
enrollment and budget management efforts.
There is a wider general knowledge about the
budget and enrollment targets. Additionally,
because of the greater awareness of this
information the College has been able to make
the necessary changes to increase enrollment
and efficiencies.

Accreditation Self-Study | 1999 - 2000

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Golden West College | Huntington Beach, CA

Huntington Beach

10.2 - Governance and Administration
The team recommends that the College define
the shared governance roles and responsibilities
of faculty, staff and administration, and develop
methods for insuring meaningful involvement
and good communication.

Governance follows the dictates of several
policies and contracts established at the district
level. The Board of Trustees adopted in May
1993 a policy on the Faculty role in Governance
(060-1-10). Additionally the Board approves the
contracts for Classified Staff and Faculty. The
Board has also approved a policy related to the
Students Role in Governance (Policy 030-9-1
adopted 5-20-98). Furthermore, the Board must
formally approve binding agreements, if any,
between CDMA and the District. Together these
documents comprise the formal agreements that
define the shared governance roles.

Within the framework provided by these
agreements the College has established an
adopted a formal decision making model that
provides for wide input from all constituencies.

Furthermore the College has a well-developed
committee structure that provides for input by
representatives of all constituent groups.

Taken together these efforts provide for meaningful
involvement, coordinated communication and
adequate representation for every member of the
college community.

ERIC

Accreditation Self-Study
1999 - 2000

Dave Anthony

Co-Chair

Evelyn "Sam" Weiss

Co-Chair

Americo Lopez-Rodriguez
Carol Yamashita
Richard Yarosh
Linda York

Huntington Beach

ERIC

Huntington Beach

Standard One: Institutional Mission

The institution has a statement of mission
that deHnes the institution, its educational
purposes, its students, and its place in the
higher education community.

LI: The institution has a statement of mission,
adopted by the governing board, which identifies
the broad-based educational purposes it seeks
to achieve.

Descriptive Summary

Golden West College has a mission statement
that was revised and adopted in December 1999
by the College Planning and Budget committee.

(see Golden West College Mission Statement)

The Board of Trustees approved the revised
Mission Statement at its May 2, 2000, meeting.
The Mission Statement is readily available to all
students and the public. It is published in the
college catalog that is given to all students when
they matriculate and it is also available at the
GWC web page. When it revised the Mission
Statement, the College also developed a
statement of vision, principles, and philosophy
to add value to our learning services and a
philosophy that guide the college in meeting its
mission.

The District has a separate mission statement
that is also adopted by the Board. The District
Mission Statement is regularly reviewed by the
Board and modified if necessary. The last
modification was in September 1991.

(see Coast Community College District Mission Statement)

College Mission Statement. The use of these
two broad-based committees ensures widespread
input from all campus constituencies. The
College has also adopted six goals that are
derived from the vision and mission statements.
Agreement has been reached to focus on three of
these goals in the coming year.

Planning Agenda

The College needs to establish a regular cycle of
review of the adopted mission statement to
ensure its accurate reflection of the aspirations
of the college.

1.2: The Mission Statement defines the

students the institution intends to serve as
well as the parameters under which programs
can be offered and resources allocated.

Descriptive Summary

The students the College intends to serve are
those deserving high-quality learning which
challenges, encourages, and rewards each
individual. The statement refers to meeting the
learning needs of the students and communities
we serve. Golden West College serves the
varied needs of the students and we are an open
admission institution as required by law.

The Vision Statement reflects the commitment
to valuing diversity and the changing needs of
our students.

(see Vision Statement)

Self Evaluation

The College Planning and Budget Committee
and the Academic Senate have the responsibility
for reviewing and suggesting changes in the

The Mission Statement is used in planning
programs and the College is committed to
adhering to our mission and vision statements.
Additionally, we have five main principles that
are used as parameters to allocate resources.
The campus, with limited resources, continues to

Accreditation Self-Study ( 1999 - 2000

ERIC

Golden West College | Huntington Beach, CA

Huntington Beach

direct resources to offer quality teaching and
student success services. Golden West College’s
organizational development is focused on
moving the campus community forward by
placing an emphasis on its people. The president
believes in promoting dialogue and using this
dialogue for the decision-making process.

The Mission Statement identifies the College as
a lively center of high-quality learning with a
wide variety of transfer and career programs and
courses integrating new technologies and
meeting the challenging needs of students. The
College is innovative and flexible in meeting
student learning needs and we value service
and helping students to achieve their goals,
continually striving to raise the standards of
excellence.

Self Evaluation

As compared to other California community
colleges with similar student population, Golden
West College is ranked seventh in transferring
students with a 26% transfer rate to the university
system. The College ranks second in the number
of degrees awarded, and our modem facilities
ensure students are ready for the workforce.
Economic development is emphasized at Golden
West College, and a task force is working to
redesign some student services into an
“Economic and Job Development Center” on
campus. Procuring grant funding has been a
major priority of the campus to build new
programs. An economic development grant
resulted in the first new vocational training
program being offered in years. This effort has
brought a high-tech opportunity for the students
and a commitment from local business and
industry to offer internship and employment
opportunities. Partnership for Excellence funding
has been used to improve the learning environment,
resulting in integrating new technologies across
the curriculum. The needs of the community are

challenging, and a growing number of our
students need workforce training to move them
to self-sufficiency. Golden West College has a
model CalWORKs Program and is committed to
serving the needs of this special population. A
center was funded with outside funding to serve
both the CalWORKs and Re-Entry student
populations. In 1998/99, the CalWORKs student
population increased by 56% and the Re-Entry
population increased by over 1,000%.

Golden West College students have a high
success rate, and Operation Call Back has resulted
in increased retention. Our full-time faculty
ratio of 78% is the highest in the state, showing
a commitment to high-quality learning.

The campus has also chosen to put grant monies
into developing a new open computer lab,
computerized career assessment in the Career
Center, and improving access to employment
opportunities through the Internet in the
Placement Center. Other advantages include
multi-language orientations offered in English,
Spanish, and Vietnamese, high-tech computer
lab internships, Re-Entry Services, and
increased student seminars. A formal process to
increase student success has been developed for
probation and dismissed students. The
International Student Program has been
expanded to provide students with increased
personal attention, counseling services, and
orientations. An Honors Program with honors
courses will begin Fall 2000.

The campus has worked diligently for several
years to mitigate the effects of severe budget
reductions. Finances are well managed and
directed to institutional services with major
dollars directed to quality teaching. Partnership
for Excellence funds have been focussed on
improving the learning environment and student
success. The campus is committed to adhering
to the Mission Statement. The campus has been
going through a reorganization and renewal with
major emphasis on improving atmosphere and
safety contributing to the overall learning
environment.

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Planning Agenda

The College has identified six broad goals based
upon the principles identified in the Mission
Statement.

These goals are as follows:

1. Provide a wide variety of excellent
transfer and career programs

2. Integrate new instructional techniques
and technologies

3. Meet the changing needs of our
diverse students (by reviewing and
revising courses and programs and
when appropriate creating new ones)

4. Employ a collegial method of
governance in planning and budgeting
processes

5. Maintain and beautify our campus
and facilities with environmental
sensitivity

6. Foster a campus climate that values
positive relationships among faculty,
staff and students for the enhancement
of learning and teaching

At the College Planning and Budget Committee
meeting of April 5, 2000, it was agreed to focus
on goals 2, 3 and 5 in the coming year. Funds
will be allocated to pursue these goals.

1.3: The mission statement guides institutional
planning and decision making.

Descriptive Summary

The College planning and decision making has
been moved closer to the areas affected by those
decisions over the past few years. Departments

establish goals, which guide their requests for
funding. The College has three planning teams
with broad representation from the affected
areas (instruction, student services and
administrative services).

(see Membership of Instruction, Student Services and
Administrative Services Planning Teams)

These planning teams provide guidance to the
decisions of the Academic Senate and the
College Planning and Budget Committee (1.6),
which is composed of representatives from each
planning team, administrative, staff, students
and the Academic Senate.

(see Membership of Academic Senate and Membership
of Planning and Budget Committee)

There is time allowed for full campus discussion
of issues before decisions are made, and these
decisions are guided by the mission, vision,
principles and philosophy adopted by the
Planning and Budget Committee.

Self Evaluation

To help evaluate the relationship of the mission
statement and planning and budget decisions, a
set of questions were developed and submitted
to Budget and Planning Committee members to
determine the extent that the mission statement
is utilized in the planning and budget process.

(see Planning and Budget Committee Questionnaire)

The Mission Statement was discussed by the
Planning and Budget Committee for several
months last year and then a revision was for-
warded to appropriate campus-wide bodies for
discussion, review and comment. In the Fall of
1999, the Planning and Budget Committee
adopted the newly revised mission statement. In
general, all members should be familiar with the
mission statement.

The Mission Statement is usually reviewed prior
to planning for the next year's budget. However,

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for the last several years the College has adopted
a rollover budget. Protection of instruction was
given highest priority, when reductions were
necessary, which is consistent with the Mission
Statement.

Before final decisions are made, alternatives are
usually reviewed from the viewpoint of
compliance with the Mission Statement and
other guidelines. The primary source of new
funding has been Partnership for Excellence
funding. That money brought with it system-wide
goals. While those goals are consistent with the
mission, they were adopted statewide and
imposed upon local colleges. In expending these
funds the Planning and Budget Committee has used
those goals along with the college/department
mission and accreditation recommendations as
guidelines for decision making.

The Planning and Budget Committee focuses on
student learning as the primary consideration in
planning and budget decisions. Student learning
is an abstract ideal, hard to measure and with
multiple viewpoints on the best ways to
measure it. Certainly providing student access is a
prime consideration, and offering a balanced and
comprehensive program is another important
goal addressed in the mission. While enrollment
has been in decline over that past several years,
the College has expended resources in offering
courses at new times and in new configurations
thought to be more convenient to student needs.
Outcome measures, such as retention rates,
transfer rates, grade distribution (success) are an
important part of program review and are
provided to each department to use in the yearly
program review process. This program review is
linked to resource allocation, particularly in the
allocation of new funds such as Partnership
for Excellence. The College is continuing
to develop better incorporation of these
measurements into the planning process.

For the 1999-2000 school year and the two
school years following, the College will be in
stabilization funding, which requires that the
college place significant emphasis on growth
back to a specified target to remain fiscally
viable. This demand has set aside other
planning models and placed certain constraints
on planning and budgeting.

There is an emphasis on quality of learning
in the final decisions. Given the fact that a
cost-effective model would dictate that minimum
class size would be 32, the College has permitted
many classes to go with less than this number.
In fact, there are many classes in the schedule
where the class size is less than this number.
Factors that influence this are room size,
pedagogical concerns in curricular design,
equipment, and student need. All of these factors
are related to quality of learning.

There are many examples of when the College
chose to emphasize learning rather than cut costs
or cancel courses or programs. In the Fine and
Performing Arts area, several art and music
studios have a 24-student capacity. Many
Speech Communication and language courses
have a 30-student limit. The tutoring center is
funded for all students while producing very
little FTES generated income. The newly
revised ESL program was funded even though it
requires more LHE than the previous program
because student need was compelling.

The Planning and Budget Committee makes
decisions regarding the size and scope of
community services. About five years ago.
Community Services was placed on pay as you
go (grow) basis and charged with a specific set
of income goals. They have contributed about
$500,000 per year to the College general fund
while continuing to provide fee-based community
education courses. (Most of the funding comes
from the Swap Meet.) Community Services fee
based offerings have expanded and diversified
over the last five years as well. Refurbishing
and relocating this office also improved program
viability.

A student learning versus cost model is difficult
to use in making planning and budget decisions.

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The Planning and Budget Committee, through
application of the Mission Statement, fosters a
work and learning environment that challenges,
enriches, and rewards individuals. In the past
three years, the College has begun to expend
additional resources on the College facility,
and that is linked to the idea of restoring the
beautiful campus and environmental sensitivity.
The California Native Garden, trees, the Quad,
restoration of the watering system, berm renewal,
re-carpeting the Library and Admissions and
Records, and repainting are a few examples.
Faculty and staff computers were also an example
of improving the learning environment.

Planning Agenda

The College will continue to use the Mission
Statement, adopted by the Planning and Budget
Committee to guide decisions of the college.
The College will seek to better integrate the use
of available data about outcome measures into
the planning process.

1,4: The institution evaluates and revises its
mission statement on a regular basis.

Description

The Mission Statement was last reviewed and
modified in 1999. The process took two years of
discussion at several campus committees, most
notably the Planning and Budget Committee and
the Academic Senate. Faculty requested this
review and modification shortly after the
appointment of our current president.

Self Evaluation

Budget Committee and the Academic Senate.
The Senate represents all faculty areas and the
Planning and Budget Committee has representation
from the entire college community.

Planning Agenda

The College will establish a regular review
process of the mission statement and will
continue to ensure that all college constituencies
have the opportunity for input into the review.

Minority Report

A member of the subcommittee for Standard
One has filed a Minority Report, which is
included in Appendix A.

Su pplemental Documents - Standard One

Coast Community College District
Mission Statement

Golden West College Mission Statement

Membership of Instruction, Student
Services and Administrative Services
Planning Teams

Membership of Planning and Budget
Committee

Membership of Academic Senate

Planning and Budget Committee
Questionnaire

Vision Statement

Standard One Minority Report

(see Appendix A)

The process used in the development and
revision of the Mission Statement allowed
opportunity for input from the entire college
community. The major committees responsible
for its development are the college Planning and

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David Barr

Chair

Kathryn Crown
Shirley Donnelly
Caroll Wood

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Standard Two: Institutional Integrity

The institution subscribes to, advocates, and
demonstrates honesty and truthfulness in
representations to its constituencies and the
public; in pursuit of truth and the dissemination
of knowledge; in its treatment of and respect
for administration, faculty, staff, and
students; in the management of its affairs;
and in relationships with its accreditation
association and other external agencies.

2.1: The institution represents itself clearly,
accurately, and consistently to its constituencies,
the public, and prospective students through
its catalogs, publications, and statements,
including those presented in electronic formats.
Precise, accurate, and current information
is provided in the catalog concerning
(a) educational purposes; (b) degrees, curricular
offerings, educational resources, and course
offerings; (c) student fees and other
financial obligations, student achievement of
degrees, including the academic calendar and
information regarding program length; and
(e) the names of administrators, faculty, and
governing board.

Descriptive Summary

Golden West College strives for accuracy,
clarity, and consistency in all representations
made to its constituencies, the public, and
prospective students. Information regarding
services, college programs, and policies is
available in a variety of publications including
the college catalog, class schedule, calendar of
events, the Handbook for Student Success, and
information packets. The college catalog and
class schedule are also available on the College’s
web site.

The Golden West College catalog is the primary
publication for students, staff, and the general
public. The catalog is updated annually by the
Office of Instruction in conjunction with Student
Services and other appropriate departments to
insure that the publication contains accurate and
pertinent information. It contains current
information regarding educational purpose,
degrees, certificates and transfer programs,
student fees, refund policy and other financial
obligations, admission and matriculation
requirements, and the names of the administration,
faculty, and the governing board. The catalog is
issued to all new students during orientation and
is sold in the Admissions and Records Office as
well as the Bookstore.

The class schedule is published each semester
and mailed to all residents of the Coast
Community College District as well as made
available on campus. The Office of Instruction
is responsible for the publication with input
from Student Services and other appropriate
departments to insure the accuracy of information.
Updates and changes to the schedule are printed
as necessary and made available in the
Admissions and Records Office. Both the class
schedule and corrections are available on the
College’s web site.

The Counseling Office publishes a Handbook
for Student Success for distribution to new
students during orientation in conjunction with
the orientation video. This publication is
normally updated annually or as needed to
insure the information is current and accurate.

The Office of Vocational Education is responsible
for producing career certificate program
brochures. These brochures are updated
annually or as needed to assure they contain
precise, accurate, and current information.

The Office of the President is responsible for
publishing the College Handbook. This
document is updated and produced annually for

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distribution to all faculty and staff and contains
all policies and procedures for the College.

A Personnel Compendium is updated and
published annually by the Office of the
President. This document contains the College’s
committee and councils and organizational
charts.

Admissions and Records provides information in a
variety of formats pertaining to admission
requirements, matriculation expectations,
registration information, fee and refund policy,
and deadlines.

Golden West College has a web site which
contains information concerning academic
departments, admission procedures, support
services, the academic calendar, and the
College Mission Statement. Several individual
departments and faculty and staff members are
in the process of developing their own web
pages. The Public Relations Office is responsible
for the web site.

The Community Services Office publishes a
Calendar of Events. This publication contains
information regarding the College's non-credit
and community service courses. The Calendar
of Events is updated and published three times
annually.

Self Evaluation

The 1999-2000 student survey indicates that
Golden West College has been successful in
providing clear and accurate information in all
representations made to students. The survey
reported that 89.3% of respondents indicated
that the College provides clear and correct
information about services available to students.
In addition, 92.9% of the respondents indicated
that the information in official college
publications related to programs, degrees,
courses, fees and requirements for admission are
precise, accurate, and current. Furthermore,

88.5% indicated college publications clearly
describe requirements for completing a degree,
90% indicated that the college publications
clearly describe the knowledge and skills that
are required to earn a certificate, and 86.2% felt
that the information clearly describes the
transferability of courses.

(see Fall 1999 Accreditation Self-Study Student Survey)

Over the past few years, the Student Services
departments have put considerable effort into
translating many handouts, brochures, admission,
matriculation, registration information, and
advisement information into Vietnamese and
Spanish to better serve our student population.
However, some of these materials are outdated
and need to be updated.

While the college publications are clear, concise,
and accurate, there has been concern expressed
that the college catalog and class schedule are
often not available in a timely manner. Often,
program and information updates are not
returned to the Office of Instruction by other
campus departments in accordance with the
production schedule which causes delays in the
delivery of these publications.

Planning Agenda

1. Establish a marketing and recruitment
plan to insure better coordination of
efforts and college resources.

2. Establish a college-wide committee to
review enrollment management issues,
including published materials.

3. The College’s web page should be
reviewed.

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2.2: The institution has a readily available
governing board-adopted policy protecting
academic freedom and responsibility, which
states the institutional commitment to the free
pursuit and dissemination of knowledge and
fosters the integrity of the teaching-learning
process.

Descriptive Summary

The Board of Trustees has an approved policy
on academic freedom. This policy is incorporated
in the AFT Union contract, Article VI, Sections
1-3, and in the CCA/CTA Union contract. Article

Self Evaluation

Recent faculty/staff survey results indicate 72%
of those surveyed agree with the statement,
"The college protects and supports faculty in
their exercise of academic freedom," vs. 4% who
disagreed with it.

(see Fall 1 999 Accreditation Self-Study
Faculty/Staff/Administrator Survey)

Planning A genda
None.

2.3: Faculty and other college staff distinguish
between personal conviction and proven
conclusions and present relevant data fairly
and objectively to students and others.

Descriptive Summary

The college reflects such tenets in the College
Handbook, which is revised and published yearly.
Included in this handbook is the Faculty
Statement on Professional Ethics, which was
adopted by the GWC Senate in 1993.

Self Evaluation

Procedures exist for the review of these policies
through the Academic Senate and Student
Government. In a recent student survey, 83% of
the student respondents indicated that they were
completely aware of the policies.

(see Fall 1999 Accreditation Self-Study Student Survey)

Planning Agenda

None.

2.4: Institutions which strive to instill specific
beliefs or world views or to require codes of
conduct of faculty, administrative and support
staff, or students file clear prior notice of such
policies.

Not applicable to Golden West.

Planning Agenda

None.

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Golden West College | Huntington Beach, CA

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2.5: The institution provides faculty and

students with clear expectations concerning
the principles of academic honesty and the
sanctions for violations

Descriptive Summary

The College has an Academic Honesty Policy,
which is published in the catalog and schedule of
classes. This policy, which has been approved by
administration, faculty and students, delineates
faculty responsibilities, student responsibilities,
administration responsibilities and classified
staff responsibilities. In addition, examples of
violations are included. Procedures for dealing
with suchviolations are included within all
documents. Also included in the college catalog
is a Student Code of Conduct. Procedures exist
for the review of these policies through the
Academic Senate and Associated Students of
Golden West College.

Self Evaluation

In a recent student survey, 83% of the student
respondents indicated that they were completely
aware of the policies.

Planning Agenda

None.

2.6: The institution demonstrates through

policies and practices an appropriate
understanding of and concern for issues of
equity and diversity.

Descriptive Summary

Staff Development has provided workshops on
the vast cultural diversity of our students and
their cultures. Student Activities has multiple
campus activities to enrich our students and staff
with the diversity of our college community.

The Coast Community College District (CCCD)
has a clear policy on employment and
educational opportunities printed in both the
current issue of the College catalog (page 5) and
the current class schedule (page 91), printed in
English, Spanish, and Vietnamese.

The CCCD hiring practice clearly demonstrates
a commitment to the written policy. Training is
provided to every hiring/screening committee
concerning the policy. To insure compliance
with the intent of the policy verification checks
by the College’s Personnel Office at each step
of the hiring process is a routine practice.

To meet special student needs a multitude of
student services are in place with active
out-reach efforts .

Relevant Survey Results — Students

While perceptions vary among students regarding
the college’s performance on issues of equity
and diversity, the perceptions are generally
positive. About 40% of non-native English
speakers felt that the college provided them with
appropriate support services with only 9%
disagreeing. Two thirds of student respondents
felt that students of diverse cultural backgrounds
were treated with respect, and slightly less than
two thirds were satisfied with the diversity of
ethnic and gender backgrounds of faculty, staff,
and administrators. Finally, 58% of students felt
that the College met the needs of its disabled
students.

(see Fall 1999 Accreditation Self-Study Student Survey)

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Facultv/Staff Survey Results

Faculty and staff were generally more positive in
their perceptions. A sizeable majority, 77%, felt
that there was a climate of religious and
cultural tolerance on campus. Similarly, 70%
felt that the College strives to meet all students’
education needs. Also, 58% said that the
curriculum deals well with different cultural,
racial, or gender points of view.

A majority of respondents (63%) also felt that
the College was fair in its adherence to written
policies of fairness in all employment practices.
In contrast, only 41% felt that it was important
that the gender and ethnic mix of college

personnel reflect that of the student body.

(see Fall 1999 Accreditation Self-Study

Faculty/Stajf/Administrator Survey )

Planning Agenda

1. The College should continue to apply
appropriate district and college policies
and practices which address issues of
equity and diversity.

2. The College should continue to monitor
progress by continuning to conduct
research related to disproportionate
impact.

(see Appendix B)

2J: The institution demonstrates honesty and
integrity in its athletic programs.

Descriptive Summary

The athletic program at Golden West College
exhibits honesty and integrity. The athletic
program is governed by the State Athletic Code,

the conference bylaws, as well as college and
district policies. Therefore, honesty and integrity
are monitored both internally and externally.
The College Athletic Director, in cooperation
with each coach, has overall responsibility for
the athletic programs. Golden West College has
20 team sports. Twelve of the 20 are men’s
teams and 8 are women’s. Currently, the coaching
staff consists of 6 full-time head coaches and 14
adjunct head coaches. The Athletic Director and
the College’s Athletic Administrator (Vice
President of Student Services) each attend
regular meetings of the Commission on
Athletics to keep abreast of any and all changes
in the bylaws.

The Golden West College coaching staff attends
an orientation meeting at the beginning of each
semester or sport season. At the in-service
training session, the Athletic Director reviews all
state and conference rules and regulations,
specifically the conference’s decorum policy.
The coaching staff conducts an orientation
session for their teams to review the conference
decorum policy and the College’s guidelines for
conduct. Each athlete completes a verification
eligibility form and is required to submit a
current Student Educational Plan (SEP).

Each athlete must enroll in a minimum of 12
units per semester and must complete 24 units
with a 2.0 grade point average prior to his/her
second season of competition to maintain
eligibility. Before an athlete may participate, all
health, safety, and eligibility paperwork must
be on file with the Athletic Department. The
Athletic Department is responsible for monitoring
eligibility of all athletes.

Self Evaluation

The institution strives to demonstrate honesty
and integrity in its athletic program. Though the
College’s athletic program has experienced
some problems in the past in following some
rules and regulations, the College has taken a
number of actions to assure that its program is in

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Golden West College | Huntington Beach, CA

Huntington Beach

compliance. Procedures have been added in the
last few years to assure that coaches and athletes
have correct information regarding the decorum
policy, the athletic code, and college and district
policies.

Planning Agenda

1. Establish a process to assure that all
athletes understand decorum rules.

Create a student athlete handbook
to include a set of rules of conduct
and sexual harassment policy.

2. Study the feasability of removing
the responsibility of verifying
eligibility from the Athletic Department.

3. Study the suggestion of assigning
a full-time athletic advisor.

4. Create a coaches’ handbook.

5. To assure a greater degree of eligibility,
implement a required study hall for all
new athletes and continuing athletes
with academic needs, monitored by
the coaching staff.

2.8: The institution demonstrates honesty

and integrity in its relationships with the
Commission and agrees to comply with
Commission standards, policies, guidelines,
public disclosure, and self-study requirements.

includes previous self-studies, follow-up
progress, and annual reports.

2.9: The institution regularly evaluates and

revises institutional policies, practices, and
publications to ensure integrity in all
representations about its mission, programs
and services.

Descriptive Summary

Golden West College’s policies and procedures
relating to institutional integrity are available to
all faculty, staff, and students. District and
college policies are reviewed periodically. A
policy dealing with student cheating has been in
effect since 1991, and a recent student survey
shows that 83% of the students are aware of the
policy.

(see Fall 1999 Accreditation Self-Study Student Survey)

College publications are reviewed and updated
on an as-needed basis and made to comply with
current changes in state and/or federal laws.
They are carefully checked for accuracy and
currency. The student survey referred to above
showed that a majority (62.6%) of students
believe that “information in official college
publications related to programs, degrees, courses,
fees, and requirements for admission, etc., is
precise, accurate, and current.”

Self Evaluation

Descriptive Summary

Golden West College endeavors to comply with
all self-study standards and requirements. As
our vision statement indicates, “At Golden West
College, institutional integrity is our top
priority.” The College demonstrates integrity
and honesty in all its dealings with the
Accrediting Commission. Evidence of compliance

Current procedures for the review and revision
of college publications are adequate to keep up
to date with the institutional changes. Policies
related to institutional integrity and the location
of the policies are included in orientation
sessions for all newly-hired employees. Policies
that affect students are included in the student
orientation sessions.

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Huntington Beach

The Academic Senate notifies the faculty when
issues of institutional integrity will be discussed
and provides an open forum for faculty input.

Planning A genda

None.

Su pplemental Documents - Standard Two

• AFT Union contract, Article VI, Sections 1-3
CCA/CTA Union contract. Article El.

{Academic Freedom)

• Appendix B, Disproportionate Impact Studies

• Calendar of Events

(Community Services Office)

• Career Certificate Program Brochures

(from Career Center)

• Class Schedule

• College Catalog

• College Handbook

(from Office of the President)

• College's web site

• Fall 1999 Accreditation Self-Study

• Faculty/Staff/Administrator Survey

• Fall 1999 Accreditation Self-Study
Student Survey

• Handbook for Student Success

• Personnel Compendium

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Standard Three:
Institutional Effectiveness

Some research data has become available to all
employees with computer access as it is placed
on the campus shared drive.

The institution, appropriate to its mission and
purposes as a higher education institution,
develops and implements a broad-based and
integrated system of research, evaluation, and
planning to assess institutional effectiveness
and uses the results for institutional
improvement. The institution identifies
institutional outcomes which can be validated
by objective evidence.

3A: Institutional Research
and Self Evaluation

3,A,1: Institutional research is integrated with
and supportive of institutional planning and
evaluation.

Descriptive Summary

A classified supervisor (a management employee)
is responsible for the Research Office. He
reports to the Administrative Dean, Student
Support Services. Prior to Fall 1998, a certificated
employee was responsible for the area, but in Fall
1998 this employee became a full-time class
room faculty member. In addition to the
classified supervisor, there is a full-time classified
research assistant assigned to the office. The
supervisor sits as a resource person on a number
of committees, and his research is made available
to various planning groups such as the Student
Services Planning Team, Instructional Planning
Team, Instructional Deans’ Council, Planning
and Budget Committee, Matriculation Advisory
Committee, Academic Senate, Associated
Student Body Council, and the Calendar
Committees of the College and the District.

Up until Fall 1996, the research efforts were solely
supporting matriculation. In Fall 1996, a
transition was made in which 50% of research
effort was supportive of matriculation and 50%
of institutional research. Annually the amount
of research has grown exponentially. The
matriculation research has lent support to the
needs of basic skill placement and the
development of programs to meet student needs.
Examples of this are the redesign of the ESL
program to meet expanding needs of this
population of students, development and
implementation of remedial math courses, and
the development of a reading curriculum.
Institutional research since Fall 1996 has included
program review data, campus climate surveys,
and student data to assist with instructional
scheduling of classes.

Self Evaluation

The decrease of research personnel hours since
Fall 1996 and the concurrent increase in the
amount and breadth of research projects is
incongruent. During the same period of time,
money to support the research has remained
constant. Departments on campus have had to
financially support research efforts in order
to have reporting completed (i.e. graphic
expenditures). It should be noted that the most
recent matriculation review in 1997 recommended
the research manpower be increased.

The amount of data available and used by
committees for planning has definitely
increased, particularly in the area of instruction.
Specifically, data has been available for
instructional unit program review, faculty
requests, and in-class scheduling.

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Increased availability and sophistication of
technology available to college staff has made
the research data more accessible to the campus
community. As the staff has become more
familiar with what research information is available,
increased requests for data have been received.

A beginning effort at integrating research with
planning is evidenced by the recent (Fall 1999)
disbursement of Partnership for Excellence
funds. In this process each department was
required to include their data from program
review and to report the relationship of the request
to program goals. Another example is the use of
outcomes data in the new faculty ranking
process.

Institutional evaluation remains in a developing
stage. Clear measures of institutional effectiveness
need to be developed to facilitate the evaluative
process. The linking of evaluation to planning is
its infancy stage.

Planning Agenda

1. Increase personnel, equipment, and
budget to research.

2. Develop a systematic approach to
coordinate research, planning, and
evaluation.

3. A.2: The institution provides the necessary

resources for effective research and evaluation.

Descriptive Summary

Timely and reliable research information has
contributed significantly to decision-making at
Golden West College over the past several years.
The importance of the role of the Research
Office has also grown, and the issue of level of
support for the Research Office has become

critical. The Research Office has been established
and is currently staffed by two full-time personnel
— the Research Supervisor, who has general
supervisory responsibility for the office, and the
Research Assistant. Both of these individuals are
competent professionals with graduate-level
training in research and extensive experience in
community college institutional research.
Additionally, a small budget has been available
to support hourly assistants at the level of
approximately half of a full-time position. The
Administrative Dean of Student Support
Services has administrative responsibilities over
the Research Office and meets with the
Research Supervisor on a regular basis. The
campus reorganization plan, which was
implemented in July 2000, will place the
Research Office under the Vice President of
Instruction, thereby giving the Research Office
a more central position in the organization of
the campus.

(see Campus Reorganization Plan)

Finally, the Research Supervisor is an active
member of several key campus and district
level committees related to planning, budgeting,
and matriculation. During the summer of 1998,
the office was moved to its current location.
Forum I, Room 102, which is a more central
office.

The Research Office staff make use of the latest
technology and software tools to accomplish
their work. Equipment includes three Pentium II
level computer workstations, laser printers, and
scanners for the automated processing of data
collection forms. Additionally, a full assortment
of current software for word processing, database
management, statistical analysis, spreadsheet,
survey form development, and web page
production are available for staff to use. The
Research Office was one of the first on
campus to have its web page online. The web
page features links to a variety of research
reports and timely data to facilitate decision-
making. Also, a complete set of MIS files for
the Coast Community College District for the

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years 1993 through 1999 are housed in the
office, thereby affording the office staff direct
access to this rich storehouse of data.

The Research Office supports the College by
providing research information to support
informed decision-making in a wide variety of
areas, including accreditation, matriculation,
program review, enrollment management, planning,
and the College Factbook, in addition to a large
number of ad hoc projects.

(see Fall 1999 GtVC Factbook and
Research Office Mission Statement)

Furthermore, the research agenda, with goals
and activities of the Research Office, is reviewed
annually and revised as needed.

(see Research Goals and Activities)

Self Evaluation

The Research Office has earned a very positive
reputation on campus. Decision-makers have
come to have confidence in the ability of the
office staff to provide timely and relevant
information in an understandable format. As
the demand for more information to support
planning and decision-making continues to
grow, the issue of level of support, both in terms
of personnel and tools, will become more critical.

Planning Agenda

1. Include regular upgrades and
enhancements to office hardware and
software in its long-range budgeting
plans for the Research Office, in
recognition of the critical role of this
office.

2. Carefully evaluate the need for an
additional full-time staff member with
high-level research and analysis skills.

3.A.3: The institution has developed and
implemented the means for evaluating how
well, and in what ways, it accomplishes its
mission and purposes.

Descriptive Summary

In the early 1990s, program evaluation had been
on a six-year cycle wherein each instructional
unit submitted a review once every six years.
This report was submitted to the Instructional
Planning Team. In the 1998-1999 school year
the process was modified to require all programs
(instruction and student support) to submit an
annual report in a uniform format to facilitate
program evaluation. This procedure was first
followed in Spring 1999 and repeated in Fall
1999 to begin an annual fall schedule for such
reports. A timeline was set to allow program
review materials to be available each spring
semester for the planning of the next school year
relative to class scheduling, faculty hiring, and
budget allocations.

Self Evaluation

A program review report process is in place.
However, a process to evaluate and plan based
on these reviews needs to be adopted and
implemented. Currently, the use of program
reviews in the planning process is informal. A
formal process (model) was suggested in Spring
1999 and is being discussed by the College.

Planning Agenda

Adopt and implement a program review model
including evaluation and planning .

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3,A,4: The institution provides evidence that its
program evaluations lead to improvement of
programs and services.

Descriptive Summary

The Path of Program Review from Grass Roots
to File Cabinet: In an email response to a

question, the Vice President of Instruction
described the process of creating and then
forwarding program review as “a bottom up, not
top down process. ” The Vice President
continued: **So what happens to these plans
now? First, they are prepared by the
department with department chair taking the
responsibility, then the department signs off,
then the division dean reviews and signs off.

If the plans identify specific problems or
concerns, these become a matter of discussion
among the involved parties. We seek to develop
a plan to remedy the identified problem. If, on the
other hand, the program review self identifies a
course of action to achieve goals and resolve
concerns - and no intervention is required, then
the plans become the basis for Partnership for
Excellence requests, grant proposals, staffing
recommendations, and infrequently they are
used for small budgetary adjustments.

Since they are done yearly, each plan
builds upon the previous one. Each department
has the opportunity to assess its progress, and
adjust its strategies. I believe in the future they
will be used in enrollment management
decisions, developing overall college plans for
addressing common problems.

Plans are kept in the Office of
Instruction. In the near future, abstracts will be
posted on the campus Q-drive and plans will be
available for viewing. ”

It is easy to identify needs and strengths by
self-evaluation; it is not easy to be objective and
to see your own piece of the pie in perspective.
We need a clear and systematic process for
prioritizing one area’s needs against another’s.
Many areas are still gallant enough to ''take
turns'' reaping benefits once the review process
is shoved along to the next level.

The President has said that he does not believe in
"micro-managing, ” but meaningful planning
should utilize the analyses from program reviews
and other sources of information. Decision-making
at the highest level needs to reference the
reliable data now available from recent years.
The campus-wide Planning and Budget
Committee no longer “reviews the reviews” as
it did several years ago.

Program Review More and More Helpful at
Ground Level: In the most basic sense

everyone on campus is aware that a request must
cite the local plan. And the local plan is useful.
It has helped the Physical Science Department
receive a yearly 10% allocation for equipment
replacement in order to stay current; it has helped
a number of areas hire staff replacements; the
Library views the program review process as an
effective tool to request additional funding
through Partnership for Excellence, district
funding, grant requests, and other outside
sources. Many short and long term needs
campus-wide have been met using program
review as justification. The benefit of looking
over a program in the process of pulling together
the yearly review has side benefits too: the

process of program review initiates a content
review of core courses in English; Math combs
through its course outlines. Biology says, "As
much work as it is, program review forces us to
sit down and see what is really needed in terms
of equipment, supplies, and scheduling - it's a
pain, but has benefits and keeps us focused. "

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Golden West College | Huntington Beach, CA

Self Evaluation

The Need to Incorporate Program Review
into the Planning Process at All Levels: A

previous accreditation team suggested that
'^program review recommendations and
long-range staff, facility, capital equipment, and
technology plans be incorporated into the
process. ” They added that the process should be
communicated clearly and consistently
campus-wide. But most employees feel very
detached from the process after the local
program review is submitted.

At the February 2000 meeting of the Planning
and Budget Committee, planning issues were
addressed. The minutes state, “Planning at the
unit level is good, but integration with the
campus is unclear. ” At the February meeting,
the President discussed the way in which the
campus has been pressed to react to circumstances,
rather than planning for our future. Since it
appears that we will make our current FTES
goal, he wants the planning process to become
more proactive. The campus family needs to see
the entire planning process as taking a stronger,
more visible and positive role in directing our
future.

At the March 2000 meeting of Planning and
Budget Committee, there were handouts
concerning the planning calendar for the rest of
this school year and for 2000-2001. There was
also a tentative decision-making flow chart
listing program review as a source of information.
It is to be hoped that by the time of the accreditation
visit the links between planning, budgeting and
implementation will be clear and effective.

Huntington Beach

Planning Agenda

1. Continue to clarify the linkage
between information sources and
planning, budgeting, and implementation
in the newly-developed model.

2. Continue to integrate the program
review process with planning and
budgeting.

3. Enhance the proactive nature of the
planning and budgeting process.

3B: Institutional Planning

3,B,I The institution defines and publishes its
planning processes and involves appropriate
segments of the college community in the
development of institutional plans.

Descriptive Summary

The focus of Golden West’s Planning and
Budget Committee is to set the general
budgetary guidelines and constraints so that the
outcomes will provide direction and funding
mechanisms for the Instruction, Student
Services, and Administrative Services Planning
Teams.

Golden West College’s Instructional Planning
Team has been given the responsibility for
developing instructional planning, budget
development, and program review. This college
body makes recommendations about program
review, program development, the number of
new faculty positions, instructional equipment
purchases, budget reductions, and the development
of the class schedule. The Instructional
Planning Team has developed a multi-year

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instructional plan. Decisions made during the
years encompassed by the plan are to be within
the parameters of the planning statements, which
set the direction for the College. This plan is in
need of revision, and that process has been
initiated.

Golden West College views the program review
process as a way to focus on the College’s
mission. All instruction and student services
programs have gone or will go through the
review. The results of instruction programs have
been given to the Instructional Planning Team,
and the results of student services programs
given to the Student Services Planning Team.

Meetings of the Planning and Budget
Committees, Instructional Planning Team,
Student Services Planning Team, and
Administrative Services Planning Team are open
to all members of the college community.
Further, all constituencies are represented on the
various planning teams.

Self Evaluation

The college community has expressed concerns
regarding the lack of coordination in planning
and budgeting between the District and the
campus. Since the District Planning and Budget
Committee does not meet on a regular basis,
communication between the District and the
College is not as effective as could be. Recent
efforts to establish district- wide enrollment plan-
ning have been helpful.

Planning Agenda

3.B.2: The institution defines and integrates
its evaluation and planning processes to
identify priorities for improvement

Descriptive Summary

Through the program review process, instruction
and student services establish program goals and
objectives that are approved by the Instructional
Planning Team (IPT) and Student Services
Planning Team (SSPT). Outcome data are
evaluated annually by programs to determine if
goals and objectives have been met. Based on
outcome criteria, these goals and objectives are
revised, and the adjustments are made.

The Research Office publishes many reports,
one of which is the Fall 1999 GWC Factbook,
with comparative analysis trends, profiles of
demographics, and number of degree and
certificate awards (numerically, these show an
increase, despite an enrollment decline). Other
evaluations include employee evaluation from
supervisors and peers, and faculty evaluations
by peers, division deans, and students. Some
academic and vocational areas are also
evaluated by County, State and National Boards
to meet licensing, safety and academic standards
(e.g.. Nursing, Cosmetology, Criminal Justice).
Student service areas obtain program evaluations
for program effectiveness, utilization, and
satisfaction on an annual basis, or sometimes on a
biannual basis. Ad hoc surveys and evaluations
are obtained to address specific issues related to
the academic calendar, campus policies and
other broad-based campus concerns.

1. Continue to improve coordination
between district and campus
planning processes.

2. Continue to inform the campus
about the developing planning
and budgeting process.

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Golden West College | Huntington Beach, CA

Self Evaluation

The program review process was revamped and
enhanced in the current cycle to respond to some
general concerns about the effectiveness of the
previous process. The current program review
process reflects the improvement of better
documentation.

Planning Agenda

Evaluate the effectiveness of the program review
processes in each of the administrative units:
Instruction, Student Services, and Administrative
Services.

3.B.3: The institution engages in systematic
and integrated educational, financial,
physical, and human resources planning
and implements changes to improve programs
and services.

Descriptive Summary

In an effort to improve linkage between planning
and budgeting, the College’s Planning and
Budget Committee adopted a new college
structure chart and decision-making process
model in February 2000. This new model
impacts all aspects of planning on campus.

Educational Planning: The Instructional

Planning Team develops the Instructional
Activity Calendar, which is published by the
Vice President of Instruction and includes
specific actions, timelines, and identification of
individuals responsible for the different tasks.
Beginning in Spring 2000, the College is
looking at measurable accountability outcomes.
The Instructional Planning Team makes

Huntington Beach

recommendations regarding instructional equipment
funds. Furthermore, it gives input to the
Planning and Budget Committee on block
grants, which in turn makes final decisions
about these funds.

An example of ongoing planning in the
instructional area is that in Fall 1998, all the
instructional departments started doing yearly
program reviews. Student surveys are
administered in the spring for fall program
reviews. Program reviews compiled in the fall
are used in the spring for the planning of
allocation of funds such as Partnership for
Excellence and faculty hires. Also in the Fall
of 1998 faculty hiring ranking was transferred
from the Instructional Planning Team to the
Academic Senate.

Student Services Planning: The units within
Student Services (Assessment Center, EOPS,
Counseling, etc.) do program reviews every four
years on a rotating basis. The units complete
their program reviews during the academic year
and present their findings to the Student
Services Planning Team (SSPT) the following
fall. These program reviews also help Student
Services to write its Program Plan. SSPT is in
the process of rewriting this plan and will update
it every year. Beginning in Fall 2000 the
Student Services departments will also submit
year-end statistics reports in which they will
review student services usage and satisfaction,
budget utilization, and unit accomplishments.
SSPT will also have a draft of an Enrollment
Plan by the end of Spring 2000.

Financial Planning: Each of the separate unit

teams. Instructional Planning Team, Student
Services Planning Team, and Administrative
Services Planning Team make recommendations
to the College’s Planning and Budget
Committee.

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Physical Resources Planning: The College

has a 2001-2005 Five-Year Construction Plan. It
also has a scheduled Maintenance Five-Year
Plan (1997-98 through 2001-02).

Administrative Services Planning: The

Administrative Services Planning Team does not
meet on a regular basis since the departments it
includes are so diverse in their area of responsibility.
However, the managers meet with their departments
on a regular basis and communicate with each other
frequently. The Vice President of Administrative
Services meets with his managers when college-wide
issues come up. The Facilities Committee makes
recommendations to the Planning and Budget
Committee regarding which building to paint or
re-carpet and according to what schedule. It recently
developed a Physical Project Plan for the 2000-2003
time span, which was approved by the Planning and
Budget Committee in February 2000.

Planning Agenda

1. The College should continue to
implement its plan to define goals
and objectives for Instruction,
Student Services, and Administrative
Services (with action plans, timelines,
measurable outcomes, etc.) in order
to link planning and budgeting.

2. Inform the College and staff about
these goals and objectives.

3. Monitor and evaluate the effectiveness
of the new model and modify as
appropriate.

3C: Institutional Planning

Self Evaluation

Due to decreasing enrollment in the past few years,
the College was not able to plan effectively and
was mostly focusing on meeting that problem. In
addition, there have been significant personnel
changes at the vice-presidential level. All three Vice
Presidents have been on their jobs for less than a
year.

The College held a reorganization retreat in October
1999, which involved staff at every level and
student representatives, and, as a result, adopted a
new reorganization plan as of January 2000.

The college started looking into a comprehensive
decision-making process in Spring 2000 and adopted
a model in February 2(XX).

At the March 2CKX) meeting of the Planning and
Budget Committee, there were handouts concerning
the planning calendar for the rest of this school year,
and for 20(X)-2001. There was also a tentative
decision-making flow chart listing program review
as a source of information.

3.C.7; The institution specifies intended
institutional outcomes and has clear
documentation of their achievement

Descriptive Summary

The College Planning and Budget Committee is
responsible for setting overall institutional
direction and specifying intended institutional
outcomes. Three unit-level planning teams
(Instruction, Student Services, and
Administrative Services), each of which is
chaired by a vice president, are responsible for
implementing decisions of the college-wide
committee and reporting to and making
recommendations to this committee. The last
time specific outcomes were identified was in
1993 with the publication of the College Plan for
1993-1997 and the Instruction and Student
Services Plans. The Administrative area has not
published a similar formal plan although specific
programs (e.g. Facilities, Bookstore) do have
detailed plans, goals, and measures as mandated
by law.

It is too soon to draw a conclusion as to the
effectiveness of the model.

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The College is currently in the ongoing process
of updating the College Plan. On a formal level,
the College Planning and Budget Committee
adopted a new Mission Statement on April 21,
1999, with editorial revisions made in December
of 1999. This document includes a statement
of vision, principles, and philosophy.
Additionally, six college-wide goals derived
from the new Mission Statement have been
identified. The College’s Planning and Budget
Committee has selected three of these goals to be
given particular priority during 2000-2001.

Functional planning occurs chiefly at the
program level. The instructional and student
services areas began conducting formalized
program reviews on a multi-year cycle in
1992-1993. Each program sets its own goals and
reports on its progress. Beginning in 1998 the
instructional programs have been updating these
reviews yearly to better evaluate budgetary and
staffing needs. The research staff provides each
program with standardized data which are used
in the review process. In addition, the entire
college community has access to key statistics
in the Golden West College Facts report which
is available on the computer network, and all
programs can request additional assistance from
the Research Office. For the first time in 1999-
2000 program reviews were referenced when
requesting monies from the Partnership for
Excellence fund, block grant funding, and the
Fund for Instructional Improvement.

Self Evaluation

This process has begun with the affirmation of a
new Mission Vision, Principles, and Philosophy
Statement.

If one were to look at the newly developed
Mission Statement, one would see progress in
meeting these ideals. For example, the College
has demonstrated innovation and flexibility in
meeting student learning needs by changing to a
16- week schedule for most classes and developing
weekend and inter-session offerings.

Planning Agenda

1. Clearly delineate intended institutional
outcomes (goals and objectives for
the college).

2. Identify criteria by which progress
will be assessed.

3. Select a few priority objectives and
identify benchmarks that will indicate
progress.

4. Determine how best to communicate
our goals and our accomplishments to
the college and to our community.

3.C.2: The institution uses information from
its evaluation and planning activities to
communicate matters of quality assurance to
the public.

The College, as well as the district as a whole,
has experienced declining enrollments and has
opted to enter into a formal three-year stabilization
funding program with the state. The College and
the District have set specific enrollment targets.
This plan provides very specific targets for the
College, while requiring the College to meet
these targets with no additional FTES funding.
Most college-wide planning efforts have been
focused on achieving these enrollment and reten-
tion goals.

Descriptive Summary

Information about the College is presented to
the public in the college catalog, in the class
schedule (which is mailed to all homes in the
Coast Community College District), and on the
College’s web site. Golden West College is in
full compliance with the Federal Student Right
to Know Disclosure requirements in all these
publications. These forums are reviewed regularly

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for accuracy with statistics coming from Golden
West College Facts, available on the campus
Q-drive to the college community at large.
Additional information about the College is
supplied as needed by the Research Office.

The President of Golden West College presents
college issues and information in a variety of
public forums including Board of Trustees
meetings, speeches to local organizations, and
luncheons with community leaders. At other
times community members come to the College
for Commencement, Distinguished Alumni
Pillars of Achievement Awards, advisory
committee meetings, and Foundation activities.
While here, they learn about the College’s
mission and the content and quality of its
programs.

Other specialized programs also help communicate
college facts and issues. The College has an
Outreach Program coordinated by the
Counseling Office that visits local high school
campuses and participates in career days. An
Ambassador Program consisting of Golden West
College students supports numerous outreach
activities. The Department of Television
Production produces a weekly student production
series called “In Focus,” which is aired
frequently on local cable. The program has
featured sporting events, interviews, and news
items about the college. The student newspaper.
The Western Sun, also does an excellent job of
informing students and other readers of campus
events and programs. A new, promotional
CD-ROM has just been produced for students
inquiring about opportunities here at the
College. The Public Relations Office promotes
the College in press releases (averaging over one
per week), and this office also advertises course
offerings in local newspapers (i.e. The Register,
The Los Angeles Times), in school newspapers at
CSULB and CSUF, and in local theaters. They
also respond to mail and web site feedback .

Self Evaluation

Materials reviewed for this evaluation that have
been published by the College and quoted in
meetings and forums are accurate. They
correctly reflect college offerings and statistics
available in college research materials.

Planning Agenda

1. Increase Golden West College’s
presence on the web and link its
course offerings to online services,
such as the college application and
class registration.

2. Expand and stabilize the College’s
funding for outreach efforts.

3. C3; The institution systematically reviews

and modifies, as appropriate, its institutional
research efforts, evaluation processes,
institutional plans, and planning processes to
determine their ongoing utility for assessing
institutional effectiveness.

Descriptive Summary

The College regularly assesses its research,
evaluation, and planning efforts. Individual
planning teams form task groups to formally and
informally evaluate their planning processes.
These assessments have led to substantial
modifications in the primary college evaluation
and planning processes. For example, the
instructional program review process was
redesigned in 1996 as a first effort to strengthen
the links between research, planning, and
budgeting. First, the process was changed from
a broad-based evaluation of a few programs
each year on a six-year cycle to a more focused

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evaluation of every program on an annual basis.
The review process includes three components:

1 . An evaluation component based on
student access, student success,
student satisfaction, and program
efficiency measures.

2. A planning component based on the
analysis of the data and related to
program goals.

3. A budgeting component based on the
program plans and goals.

The idea is for the instructional program review
process, once fully implemented and shown to
be effective, to become the model for the student
support services and administrative services
planning and review processes. The instructional
program review process is scheduled to be
evaluated after its second full year of
implementation — Spring 2000.

Other task forces were formed one to two years
ago to examine the student support services
program review process as well as the
college-wide planning and decision-making
processes. As a result, a number of

modifications were implemented and new
models formalized. Furthermore, the process for
ranking new faculty hires was reviewed. The
outcome was a redesigned process which
incorporated student, faculty, and program
measures from the instructional program review
data in an effort to objectively rank the need for
new full-time faculty.

The Research Office also distributes and reviews
the “Annual Institutional Research Evaluation
Survey,” which assesses the presentation,
comprehensiveness, and usefulness of the
information provided by the Research Office.
The survey is sent to faculty, staff, and
administrators.

Self Evaluation

While the College has made great effort to
evaluate and modify the existing planning
processes, it needs to continue to work on
developing overall coordination of planning and
evaluation among the various planning committees.
Currently, the College is discussing the adoption
of a revised governance plan that would define
and coordinate the roles of each planning
committee. This plan should enable the college
to assess more effectively its overall institutional
effectiveness.

Plannine Agenda

1. Coordinate evaluation of planning
processes.

2. Continue to move from informal to
more formal evaluation processes.

3. Continue to strengthen the links
between institutional research and
planning.

4. Continue to strengthen the links ‘
between program planning and
budget allocations.

5. Continue to strengthen the links
between program plans at all levels.

6. Continue to improve the quality and
utility of institutional research.

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Su pplemental Documents - Standard Three

Campus Reorganization Plan
Class Schedule
College Catalog
Fall 1999 GWCFactbook
Golden West College Facts
Research Goals and Activities
Research Office Mission Statement
The Western Sun

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Accreditation Self-Study
1999 - 2000

Brunilda Cronk
Co-Chair

Charlanne Nee
Co-Chair

Crystal Abbott

Al Campbell

Robert Castano

Tom Hermstad

Greg Hyska

Janelle Leighton

Wayne Olson

Suey Quan

Michael Shaughnessy

Konrad Stein

Huntington Beach

EKLC

BEST CX)PY AVAILABLE

Huntington Beach

Standard Four: Educational Programs

The institution offers collegiate level
programs in recognized fields of study that
culminate in identified student competencies
leading to degrees and certificates. The
provisions of this standard are broadly
applicable to all educational activities offered
in the name of the institution, regardless of
where or how presented, or by whom taught.

4A: General Provisions

4A.1: The institution seeks to meet the varied
educational needs of its students through
programs consistent with its institutional
mission and purposes and the demographics
and economics of its community.

Descriptive Summary

The College mission is to deliver high quality
learning and learning related services to students
and the communities we serve. As a lively
center of learning, Golden West College is
dedicated to fostering a work and learning
environment, which challenges, enriches, and
rewards each individual.

As a comprehensive community college, we will
provide a wide variety of excellent transfer and
career programs and courses to our students. We
will continue to integrate new instructional
techniques and technologies as they evolve into
our programs. Through a continual process of
review, revision and creation of new courses and
programs, we will meet the changing needs of
our students and the community. We will
continue to promote quality in everything we do.
We value diversity and will continue to seek and
promote a global perspective. We are committed

to a collegial method of governance to serve our
students and community. We value our highly
skilled faculty and staff, who are committed to
learning and teaching. The College is proud of
its beautiful campus, and we will care for it with
a commitment to environmental sensitivity.
Golden West College welcomes change,
anticipates the future with excitement, and will
continue to take deliberative risks to improve
learning, teaching, and relationships among
faculty, staff, and students.

Golden West College strives to provide transfer
education, vocational education, general
education, basic skills education, student support
services, and community education. The faculty
has primary responsibility for curriculum
development, assessing needs through program
review, student input, and community
interaction.

Golden West College is deeply involved with
activities which meet the charge of this mission.
The College’s Contract Education Office
designs custom courses and contracts through
the Coast District Business Link office, with
local business and industry to address their
specific employee training requirements.

The College currently has in place three options
for achieving the associate in arts degrees, which
transfer to four-year institutions, as well as 44
certificate programs designed to provide
students with skills necessary to join the
workforce. Additionally, the core requirements
of many of the associate in arts degrees lend
themselves to lower division major preparatory
requirements in the event the vocational student
wishes to pursue further education. There were
757 A.A. degrees and 275 Certificates awarded
for 1998-99.

(see GWC Facts, Fall 1999)

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There are seventeen active Advisory Committees
including Automotive, Cosmetology Information
Technology, Business and Information Systems,
and Office Administration. Most departments
work closely with Advisory Committees to
determine future employment trends and
develop programs. The offices of Job
Placement, Outreach, and Re-Entry also assist in
this effort.

During the last two years, numerous fast track
courses have been developed to meet specific
educational and vocational needs of the
community. For another segment of the student
population, basic skills education is addressed in
both the credit and noncredit arenas. Basic
skills credit courses focus on the areas of English
and mathematics, preparing the student for
mainstream college courses.

Community Services also offers a wide variety
of educational, vocational and recreational
offerings in the noncredit categories: parenting;
basic skills in reading, and writing; language
arts; short-term vocational; health education, and
education for older adults. Fee-based classes
and such programs as College for Kids and
interactive online computer workshops are also
part of the Community Services Department.
The Community Services utilizes many GWC
faculty and fosters the promotion of academic
course offerings in areas such as cosmetology
and computer science.

Self Evaluation

The College actively seeks input from the
community it serves. The College President
meets regularly with community members from
government, business and industry, as well as
representatives of the humanities and arts in the
community. The purpose of these meetings is to
survey the community’s educational needs. The
College responds when new programs are
requested by conducting an occupational needs
assessment.

Curricula in the areas of Computer Science,
Basic Skills, and Multimedia have been developed
through this process. Other examples of
programs developed to answer needs expressed
by members of the local community are the
Cisco Networking Certificate Program, the new
reading program, newer and increased offerings
in Multimedia.

(see College Catalog)

The College researches needs of its service
community through community surveys and
advisory committees. Through community
surveys the College solicited input on community
education, the new Winter Intersession, and
Weekend Express courses. Community surveys
have had influence on the offerings in a variety
of summer sessions, courses for the first and
second 8-week sessions, and offerings in the
regular 16-week semester. Advisory committees
for each vocational program meet annually.

Each instructional program conducts an
organized program review every year in order to
ensure that these programs are meeting student
needs. The program review process includes a
self-study within the discipline, the formulation
of recommendations, and finally evaluation by
a validation team. The review process includes
a trend analysis of demographics, scheduling,
fill rates and program effectiveness compiled
through the GWC Research Office. These
findings are tied to the Instructional Planning
Team’s four-year plan. The current four-year
Instruction Plan will be revised beginning
Spring 2000.

Advisory committees for the transfer program
are comprised of GWC faculty as well as
advisory members who may come from four-year
institutions; for vocational programs members
of business and industry participate. Another
component of the review is a student survey. The
survey recommendations serve as additional
input to the faculty for the program’s planning
agenda for the next five years.

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To further assist planning, the President’s State
of the College Address includes information about
the college, focuses on current demographics and
economics of the community, and forecasts
future trends, and campus planning and budgeting.

{see State of the College Address)

The College has established collaborative
agreements with other institutions to meet the
needs of students. For those transferring to
four-year institutions, the College maintains
articulation agreements with the California State
University system and with the University of
California system, as well as several independent
colleges and universities. For students matriculating
to Golden West College from local high schools,
the College participates in articulation with feeder
high schools. In addition, community involvement
with local organizations as well as various
advisory boards ensures that the College has
current information regarding employment
opportunities and that the community’s
educational needs are being met.

{see Articulation Agreements with CSV and UCI)

Planning Agenda

1. Continue to improve the process of
collecting, analyzing, and using data
about students and the community.

2. Expand opportunities for dialogue
between the College and members of
business and industry to ensure that
the College curriculum provides
appropriate training as required to
support growth trends in employment.

4.A.2: Programs and courses leading to

degrees are offered in a manner^ which
provides students the opportunity to complete
the program as announced within a reasonable
time.

Descriptive Summary

Golden West College schedules courses year
round. Courses are offered in a 16- week format
fall and spring as well as 8-week term summer
sessions; short-term courses of variable length
are also scheduled. Division deans and department
chairs review enrollment history to assist them
in planning the semester ahead. Courses are
offered based on student needs as well as
facility and staffing availability. In recent years,
facility usage has increased, leaving few
classrooms unused during most of the day or
evening. To accommodate students’ special
needs and to offer a wider variety of scheduling
alternatives, the College also offers some courses
on weekends including Sundays.

Because some courses, particularly requirements
for the area of nursing, are oversubscribed each
semester, the College strongly encourages
students to follow the priority registration
appointment schedule to ensure the best possible
chance of enrolling in the courses they need.

In accordance with the Chancellor’s Curriculum
Standards Handbook, faculty proposing new
courses or programs create flow charts of courses
reflecting the design of the program and the time
period in which the student should be able to
complete all core courses in the program.

Published every semester, every year, the
Golden West College Schedule of Classes
reflects the sequences of course offerings by
discipline. The catalog includes an indication of
which semester the course is usually offered.

Self Evaluation

The Instructional Planning Team and Council
for Curriculum and Instruction (CCI) periodically
review courses which have not been offered for

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over two years or four semesters. These committees
explore the reasons for the course not being
offered and encourage review and analysis. In
the event the course has not been offered for two
more semesters, a review of the course content
is required in order to maintain the course, or if
it is found that the course is no longer a viable
offering, the course is dropped. Programs and
certificates are adjusted accordingly.

To help students plan their course sequences, the
College provides the Student Educational Plan
(SEP), which provides a student a specific
design for completion of course work based
on the student’s own goals and objectives.
Following assessment and identification of the
student’s educational goals, the SEP is developed,
providing the student with a “map” of specific
curriculum. The proposed course of action
provides the student with precise information as
to the sequence of courses and timeline for the
accomplishment of his/her defined educational
goals. This information provides valuable
guidance for students.

(see Student Educational Plan)

Planning Agenda

Formalize and schedule periodic review and
analysis of courses that have not been offered for
two years or four semesters.

4.A.3: When programs are eliminated or

program requirements are significantly
changed, the institution makes appropriate
arrangements so that enrolled students may
complete their education in a timely manner
with a minimum of disruption.

discussing the problem with the appropriate
department faculty. Faculty strive to find
solutions to enable students to finish their
educational goals in a timely manner. All course
substitutions and waivers must gain approval of
the department chair. Students are thus able to
complete their degree or certificate even when
courses are not available.

Self Evaluation

Students who have maintained continuous
enrollment at GWC are protected from the
negative effects of program or curriculum
changes by Catalog Rights; that is, they can
choose to follow the catalog requirements in
effect at the time they first enrolled, or, if they
choose, the requirements at the time they graduate.
They are thus protected from changes that may
be made in certificate, degree, and general
education requirements. Information regarding
Catalog Rights is printed in the College Catalog
(page 6) and Class Schedule.

There is no formal process at present to answer
the needs of students whose program
requirements change to such a degree to affect
their program significantly. If specific courses
are not available, students may confer with the
program faculty, on a case-by-case basis, to
determine if appropriate course substitutions are
available or if course waivers may be obtained.
The student may obtain a course waiver/deviation
form from Admissions and Records and/or
Counseling. The department chair from the
appropriate discipline completes the form,
which is kept on file in Admissions and Records
until degree or certificate evaluation is done.
However, currently students are only aware this
process exists if they speak with a faculty
member in the department or a counselor.

Descriptive Summary

Students working towards a degree or certificate
program who experience unavailability of
specific courses due to course cancellations can
request course substitutions or waivers by

Very few programs have undergone radical
change or have been eliminated entirely from
the curriculum during the history of the College.
Those few programs that have been put under
suspension during the past ten years were
under-subscribed in terms of enrollment, and,
therefore, very few students were impacted.

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In addition, the College strives to accommodate
the needs of those students who are working
toward a degree or program when substantial
changes in the program occur. The department
chair of the particular discipline works to meet
the special needs of these students. Though there
is no formal process for assisting students upon
elimination of a program or significant change in
a program, one does not seem necessary based
on how infrequently such actions occur, how
few students are affected, and how flexible
departments are in striving to accommodate
those students.

Planning Agenda

1 . Make reasonable attempts to inform
students of program requirement
changes as early as possible.

2. Add information about course
waivers/ deviations to the college
catalog and schedule so that students
will be aware of the process.

4.A.4: The institution provides sufficient

human, financial, and physical (including
technological) resources to support its
educational programs and to facilitate
achievement of the goals and objectives of those
programs regardless of the service location or
instructional delivery method.

Descriptive Summary

Although Golden West College provides
adequate respurces to support its instructional
programs, these programs are not supported to
the desired level. The College has detailed
processes in place for developing priorities.
Available resources are allocated to instructional
programs in the following three ways: development

of the district operating budget, categorical
programs, and shared governance prioritization
processes.

Self Evaluation

Recent trends of limited state funding and
enrollment decline have had some positive offset
through state funds dispersed to programs that
depend on enhancement or replacement of
equipment. The ability to expand instructional
efforts is dependent on additional funding for
staffing, equipment and facility modifications.
More current technology infused in laboratories
such as science and language would be an asset
for student learning.

The College strongly encourages faculty to seek
grants and other alternative sources of funding
to support programs. In fact, the College has
been successful in obtaining substantial grants
(State Block Grants, TIPP, PFE, VTEA), which
have been instrumental in providing much need-
ed resources for upgrading equipment and facil-
ities, training for staff and faculty, and providing
and supporting programs designed for student
success.

Golden West College works in coordination with
the District’s Facilities Master Plan in carrying
out deferred maintenance programs and in the
development and maintenance of facilities.
Facility recommendations include undertaking a
review of existing facilities aimed at improving
efficiency of their use, and establishing specific
facility solutions to reconfigure, expand,
reorganize or replace existing spaces. Current
projects include improving the appearance of the
campus with the use of Swap Meet revenue.
Other projects include painting buildings and
replacing carpet campus-wide as well as acquiring
signage on the southwest and northwest sides of
the college property.

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In Fall 1998, Golden West initiated a Weekend
Express program that included California
State University system general education
requirements. In January 2000, a four-week
Winter Intersession was introduced. The College
introduced its first online course (Psychology
100) in Spring 1999. In Spring 2000, an Honors
Program was approved by the Academic Senate
and CCI. This program will commence in the
Fall 2000. Schedule planning for the Fall 2000
includes fourteen Weekend Express classes,
seventeen online classes, and five Honors classes.
The January 2001 Winter Intersession includes
83 classes.

The College has made an effort to resolve
student and faculty support issues that have
developed as a result of the above alternative
scheduling modes. During Spring 2000, the
Library/Learning Resources Center extended
hours to Saturdays, an administrator is available
on the weekends, and students have access to
food service through the College’s weekend
Swap Meet vendors.

The College changed to a 16- week semester Fall
1999. In addition, year-round scheduling
development began Spring 2000. Because of
this, students are able to project their schedules
earlier.

Due to an increase in enrollment and with
the development of new programs and the
dedication of 15 former classrooms to
computerized labs. Golden West is in the
process of reviewing space utilization throughout
the College. As part of the College’s ongoing
planning and space utilization development, the
Instructional Planning Team is developing a
room usage process tied to program review,
curriculum and instruction.

An inventory of all classrooms and labs was
completed in the fall of 1999 by the campus
Research Office. Configuration, access and
scheduling will be part of the space utilization
review. This information will be incorporated
into the new PNI database (Protocol National,
Inc.). Subject to modification as the needs of the
service population change, this document will
provide ongoing analysis and guidance.

Planning Agenda

1. Continue to encourage faculty and
staff to seek out additional funding
sources for improvements outside
the normal planned and budgeted items.

2. Encourage the use of new technologies
to augment and enhance the traditional
methods of teaching while reducing the
cost of traditionally expensive curricula.

3. Continue to review the student and
faculty needs related to the online
courses. Weekend Express courses.

Winter Intersession courses, and
Honors Program.

4. Complete the space utilization analysis
initiated in 1999-2000.

4.A.5: The institution designs and maintains
academic advising programs to meet student
needs for information and advice and
adequately informs and prepares faculty and
other personnel responsible for the advising
function.

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Descriptive Summary

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Huntington Beach

Self Evaluation

Golden West College has developed a
comprehensive matriculation program which
includes an assessment of basic skills in reading
comprehension, writing, and math; an orientation
to the College; and academic advising by
counselors regarding course selection. The
College designed the process for students
planning to obtain a degree, a certificate, or
transfer to a university, as well as those who are
undecided about their educational goals. The
assessment of basic skills is mandatory for
students pursuing a degree or certificate as well
as those enrolling in an English or math course
for which a prerequisite is required. With few
exceptions, the College encourages all new
students to participate in the matriculation
program. All new students who participate in
matriculation receive a free GWC catalog.

The institution makes available to students a
comprehensive support services system that
includes counseling and advisement, the
Transfer and Careers Centers, an athletic
retention program. Disabled Student Services,
financial aid services, and job placement/career
services. Special services such as CalWORKs,
Care and Re-Entry are tied closely to instructional
planning. The provided services and resources
are listed in the college catalog, class schedule.
Student Services brochure and the Handbook for
Student Success.

To inform new faculty about student services,
the College provides all new faculty with
orientations covering the matriculation process,
the Learning Resources Center, and student
counseling services. Also, the College offers
specialized workshops through the College’s
Staff Development Department to regular and
adjunct faculty during the academic yearde-
signed for professional development.

{see Staff Development Schedule of Workshops)

As part of an ongoing professional development
process and to keep abreast with changes in their
field, the college counseling personnel attend
career conferences, UC/CSU transfer workshops
and counseling related courses.

The College provides information of available
services to students effectively through listings
in the college catalog, the Handbook for Student
Success, and the class schedule which clearly
explain the admissions, degree and transfer
requirements.

To serve students, the Counseling department is
open from 8 a.m. to 7 p.m., Monday through
Thursday, 8 a.m. to 3 p.m. on Friday, and on
Saturdays from 9 a.m. to 1 p.m. (Saturday hours
began in Fall 1998.) Orientation and assessments
are currently scheduled for weekdays, some
evenings, and some weekends. The College has
implemented a program of computerized
English assessment and is working on an ESL
and math program, which will allow for greater
flexibility in assessment scheduling.

All student services are located in buildings that
are readily accessible to visitors and students.

Planning Agenda

1. Continue to improve the process of
disseminating information of available
services to students and potential
students. A CD-ROM is being
revised that includes the college
catalog, the student handbook, and
other materials that the student can
use to find any information using
computerized search tools.

2. Continue to increase the availability
of Counseling services to the students
by increasing hours the department is
open and using existing technologies
such as the World Wide Web and
electronic mail to allow students to
receive the information necessary to
reach the students goals and objectives.

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Standard 4B:

Degree and Certificate Programs

4,B,1: The institution demonstrates that its
degrees and programs^ wherever and however
offered, support the mission of the institution.
Degree and certificate programs have a coherent
design and are characterized by appropriate
length, breadth, depth, sequencing of courses,
synthesis of learning and use of information.

Descriptive Summary

The Golden West College Catalog clearly relates
the College’s degree and certificate offerings to
the mission of the institution. The catalog and
class schedule also explain the degree and
certificate requirements, including the specific
purpose of each degree or certificate. All the
degree and certificate programs at Golden West
College meet state guidelines and requirements.

The Council for Curriculum and Instruction
(CCI) evaluates all proposed additions or
modifications to courses. In addition, it oversees
course content review for validation of
prerequisites, which directly affect the sequence
of a given degree or certificate program. The
program reviews developed by individual
departments deal more specifically with the
length, depth, breadth and sequencing of degree
and certificate programs. Departments complete
these program reviews every year. As part of
these program reviews, the departments perform
a careful evaluation of the current course
offerings and any degree or certificate offered, as
well as take into consideration proposed
directions of course offerings in the future.

(see Sample Instructional Program Review Document)

Self Evaluation

The existing procedures by which individual
courses, degree programs and certificate
programs are developed, evaluated, modified
and maintained is comprehensive and ensures
that the College’s mission is met. The validity
and appropriateness of the content and structure
of degree and certificate programs are both
maintained through department program
reviews, which occur on an annual basis. If the
annual program review results in recommendations
for curriculum additions or modifications, such
proposals for change are submitted to the
appropriate dean and forwarded to the Vice
President of Instruction for appropriate action.

The college catalog identifies clearly the
requirements for each degree or certificate
offered and includes recommendations of
support courses for specific programs.
Requirements for degree and certificate program
include a total number of units to be completed
within a reasonable time frame for a full-time
student. Both the Golden West College Catalog
and the class schedule indicate specific semesters
in which individual courses are customarily
offered.

By an ongoing monitoring and evaluation
process of courses, degree programs, and
certificate programs, the College is not only able
to maintain the integrity of the programs it
offers, but also meet the demands of a changing
workplace with appropriate and adequate
program content.

Planning Agenda

None.

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4.B.2: The institution identifies its degrees and
certificates in ways which are consistent with
the program content, degree objectives, and
student mastery of knowledge and skills including,
where appropriate, career preparation and
competencies.

Descriptive Summary

The college catalog contains full descriptions of
the College’s degree and certificate programs.
These descriptions contain specific objectives,
intentions, and potential career applications
following the completion of the degree or
certificate program. The catalog also explains
whether a course of study is intended to prepare
a student for a specific employment opportunity
or for transfer to a baccalaureate degree
institution. Specific student mastery of knowledge,
required skill levels, and competency
requirements can be found in the outlines of
individual courses, which are on file in the Vice
President of Instruction’s Office.

Self Evaluation

The College clearly identifies the intention of
degree and certificate programs, both in the
descriptions of initial objectives as well as in
indicating future applications of the programs.
An A.A. Degree may be designed to prepare
a graduate of the program for immediate
employment in the area of study. Experience in
the field may be gained through the college’s
Cooperative Work Experience Program courses,
which directly provide the student with career
preparation and competencies.

Descriptions of the degrees or certificate
programs also serve as a basis for furthering
students’ educational experience towards
baccalaureate degrees. To help students plan
their individual college careers, the catalog

degree descriptions often include mention of
similar degree programs which the students
might wish to consider as alternatives or
programs which complement the program first
chosen. Taking into account the various transfer
requirements, the College advises students to
refer to the transfer institution to identify the
most suitable degree or certificate program for
their needs. Objectives of programs are clearly
indicated.

4.B.3: The institution identifies and makes

public expected learning outcomes for its
degree and certificate programs. Students
completing programs demonstrate achievement
of those stated learning outcomes.

Descriptive Summary

After completion of the approval process, the
course outlines, which identify the learning
outcomes expected for the College’s degree and
certificate programs, are kept on file in the Vice
President of Instruction’s Office. Instructors are
encouraged to provide course syllabi, which
define expected learning outcomes, to students
in all courses. As they complete a course of
study, the students will demonstrate their
achievement of these learning outcomes by
means of final examinations, course assignments,
and other evaluative means as defined in the
syllabi. Furthermore, each academic program
identifies a specific sequencing of required
courses. Articulation with high schools results in
the formation of agreements about student learning
outcomes, which are also kept on file in the Vice
President of Instruction’s office or the Tech
Prep Office at Orange Coast College. These
agreements are reviewed periodically. In addition,
the college articulation officer confers with
representatives from four-year universities and
colleges to develop course-by-course agreements
that are based on student learning outcomes.

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Program outcomes are clearly identified in the
descriptions in the college catalog. Counselors
and faculty visit high schools and organizations
in the local community to describe programs and
explain expected student outcomes. The College
designs outreach and recruitment activities to
make the public aware of program outcomes.
Finally, the College informs the high schools via
specific activities, including College Preview
Day and Individualized High School Tours to
specific discipline areas of interest.

The College’s Instructional Program review
identifies performance measures, such as student
retention and success rates, as well as the
number of certificates awarded. Such information
is utilized in order to track student success in
achieving the stated learning objectives.

Self Evaluation

Learning outcomes are evaluated by means of an
intensive program review process, which
incorporates student surveys, enrollment
patterns, analysis of student success patterns
using final grade summary data, and staff
assessment. This comprehensive process assures
that programs are designed appropriately for
student success. This self evaluation of learning
outcomes also identifies needed improvements
in programs and leads to modifications in
expected learning outcomes when appropriate.

Advisory committees participate in program
development and improvement and assist in the
evaluation of program outcomes based on the
performance of employees. The Vocational
Education Office hosts regular advisory
committee meetings with targeted groups,
including employers from specific industries, to
solicit input on program outcomes and suggestions
for improvements. The results of these meetings
are shared with all appropriate staff to facilitate
followup. The District has a Tech Prep program

housed at Orange Coast College, which serves
as the host of the Regional Tech Prep Center.
The Tech Prep program works to identify high
school career paths to the college. The District
Research Office is involved with establishing a
tracking system to monitor students’ progress
through career preparation and employment.

Reports from the California State University
(CSU) system compare the grade point average
(GPA) of students who transferred from Golden
West College with the GPAs of CSU native
students. Results show GWC students with
higher GPAs than the native CSU students,
indicating that GWC students were well
prepared for transfer.

{see California State University Performance Reports)

4.B»4: All degree programs are designed to

provide students a significant introduction to
the broad areas of knowledge, their theories
and methods of inquiry, and focused study in at
least one area of inquiry or established
interdisciplinary core.

Descriptive Summary

The initial design of educational programs
begins with research and development by
faculty in the individual disciplines. Generally
these faculty-designed programs are centered on
an established area of inquiry or evolve from an
existing disciplinary core; however, curricula
are at times developed around emerging areas of
inquiry that may be interdisciplinary or not
pre-established. Often the research that leads to
faculty designing a specific degree or certificate
program may arise in response to needs
identified in the local community.

Educational programs designed by faculty may
include core courses and recommended electives
and may offer options designed to meet individual

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Student needs. In such cases, the individual
departments in which the new program was
designed will propose and recommend the new
degree program by presenting the program to the
Council for Curriculum and Instruction (CCI).
CCI reviews the course proposal to assure that it
meets the requisite tests for academic rigor and
viability based upon established need, breadth,
suitability of coverage of standard theories and
methods of inquiry, and reflects an appropriate
sequencing of courses. The process for degree
program approval parallels the process required
in state approval procedures. All curriculum
development concerns are thus handled at the
college level. Regional review for career and
technical programs occurs at the monthly
meetings of the Los Angeles / Orange County
Workforce Development Leaders.

Self Evaluation

The College has a process for program and
course development which is faculty based. This
process furthermore requires the sequencing of
courses in a program include the breadth of
knowledge represented by the discipline and the
theories and methods of inquiry usually associated
with that discipline. In addition, the course
sequence must be focused within a defined area
of inquiry and/or established interdisciplinary
core. The procedures for program and course
development require intensive and comprehensive
analyses of needs and rationale. The faculty
retain primary control of the curriculum.
Assuring resource allocation for programs is
vested in the approval authority of the Board of
Trustees.

By following the State Chancellor’s approval
procedures, the College assures that new curricula
are put through appropriate tests in order to
receive approval of the California Post
Secondary Education Commission. These
processes have proven to be very effective in
assuring the currency and relevancy of curricula.

4,B,5: Students completing degree programs
demonstrate competence in the use of language
and computation.

Descriptive Summary

All programs and courses are reviewed by faculty
to assure that they require critical thinking skills
demonstrated through competent language
skills. The approval of computation skills and
language competency is based on demonstrations
specified in each course description, in course
goals and objectives, and in the specified
evaluation activities required of students,
insuring that students who successfully
complete the courses and programs have
demonstrated such skills and competence.
Furthermore, the graduation requirements for
associate degrees require demonstration of
students’ competency in reading, critical
thinking, written expression, and mathematics.

Self Evaluation

Course syllabi and course outlines describe how
competency in the use of language and computation
(as appropriate) is to be demonstrated, as
specified in the Course Outline files in Office of
Instruction. Review and evaluation processes
assure that objectives are being met in all degree
and certificate programs. A report on grade
distribution is issued each semester to the academic
deans and department chairs for review to assure
grading trends are appropriate. CSU reports on
the success of students transferring from GWC
to four-year universities and colleges provides
further evidence that the College’s students are
achieving competence.

(see Grade Distribution Report Spring 2000)

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]/Wast/^llage.

4.B.6: The institution documents the technical
and professional competence of students
completing its vocational and occupational
programs.

Descriptive Summary

During the past four years, the Chancellor’s
Office has been in the process of shifting from
the Student Accountability Model (SAM) of
tracking vocational students to a system based
upon a match of records with the Employment
Development Department Unemployment Wage
Data System. The College is working with the
District Research Office to implement this new
system, but progress has been slow due to
funding and personnel limitations.

The College’s vocational programs undergo
regular review by advisory committees charged
with examining expected outcomes and their
relationship to business and industry expectations,
transfer eligibility, level of instruction, and
academic rigor. Such a review process helps to
validate the appropriateness of the learning
outcomes.

Self Evaluation

Golden West College is analyzes all programs
funded by VTEA. The data and analysis are
included in the final VTEA IIC Report of
August 1999. This report also includes the
Unemployment Insurance Wage Data as one
measure of student success.

Documentation of expected student outcome
competencies is contained in the course outlines.
As specified in the outlines of each individual
course, the faculty teaching that course evaluate
the students based on their performance on
exams, assignments, class projects, and other
activities appropriate to assessing student
achievement. The Grade Distribution Report
document student success and retention.

Huntington Beach

Certain programs utilize outside agencies to
measure student competencies. Nursing
students must meet the minimum competencies
required by the California State Board of
Registered Nursing. The Police Academy
recruits and inservice law enforcement person-
nel must meet the California Peace Officer
Standards and Training (POST) Commission
Standards, and pass POST tests to demonstrate
competencies. Cosmetology students desiring
licensure must pass a State Board of
Cosmetology written and performance test.
Students in selected specialized programs of
automotive technology, diesel technology, and
auto collision may elect to take national
voluntary certification tests in the National
Institute for Automotive Service Excellence
(ASE) testing program.

The Career Education Committee advises
Instructional Planning Team about issues and
activities related to career education. The
committee provides the opportunity to discuss
all aspects of career education at the College and
reviews and recommends policy changes
affecting career education to the appropriate
campus committee. Responsibilities include:
serving as an information link regarding local,
state, and federal vocational issues, grants, and
legislation; advocating for vocational education
at the College; planning staff development
activities; planning and developing procedures
for the functioning of and recognition of advisory
committees; recommending allocation of VTEA
funds; and promoting improvement in vocational
programs to reflect industry expectations and
standards.

Planning Agenda

The College should pursue collecting and
reporting student performance and outcomes on
state licensure tests in programs for which it
offers certificates.

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Standard 4C; General Education

4.C.I: The institution requires of all degree

programs a component of general education
that is published in clear and complete terms in
its general catalog.

Descriptive Summary

The general education component of the
Associate in Arts degrees was designed by the
faculty to develop in students a greater breadth
of knowledge which will enable them to better
recognize, understand, and act upon the complex
personal, social, and political issues of the world
today.

All associate degrees require a minimum of
60 semester units of general education. These
general education requirements may be found in
the college catalog and in the class schedule.

Self Evaluation

The College publishes a complete and current
list of courses satisfying general education require-
ments; however, the courses from this list are not
identified as general education in the class
schedule. Students would be better helped if
these courses were identified as satisfying a
particular category of the general education
component in the Schedule of Classes.

Planning Agenda

Consider revising the College Catalog and Class
Schedule in order to identify courses which are
in the general education component and which
category they satisfy.

4.C.2: The general education component is

based on a philosophy and rationale that are
clearly stated. Criteria are provided by which
the appropriateness of each course in the
general education component is determined.

Descriptive Summary

The Golden West College Catalog and class
schedule explain in detail the categories
and minimum unit requirements for general
education and provide a complete current list of
course selections. The College mails the class
schedule free of charge to all residents in the
district, while the annual catalog may be
purchased for a nominal fee.

The Council on Curriculum and Instruction
(CCI) reviews all new courses for general
education appropriateness. Before the annual
publication of the catalog, a review of the list of
courses satisfying general education requirements
is completed to ensure that the list reflects any
course changes which have been recommended
by CCI and approved by the Board of Trustees.

(see Review of General Education Courses 1998)

Golden West College seeks to meet the
ever-changing and diverse needs of individuals,
the community, and the evolving larger society
by offering general education courses that make
up the College’s A.A. degree programs.
Furthermore, the College seeks to develop its
students’ critical thinking and communication
skills, to contribute to their cultural literacy, to
encourage in them positive attitudes toward
learning, and to prepare them to participate in a
world that is increasingly complex and challenging.
This general education philosophy is stated
clearly in the college catalog, which concisely
explains the rationale for each program and
category of courses.

The general education component of the College
helps students to understand the physical world.
It helps them to comprehend the complexity of

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the social environment including the patterns of
relationships of both individuals and groups. It
assists them to understand the modes of inquiry
of the major disciplines. It deepens their
appreciation of artistic and cultural traditions and
teaches them to be aware of other cultures and
times. It improves the students’ communication
and reasoning skills and teaches them to make
critical judgments and to convey that critical
thinking both in writing and in speech. Through
the general education courses, students develop
a greater degree of self-understanding and
self-esteem. Finally, the general education
component of the college leads students to a
positive attitude toward learning.

The Council on Curriculum and Instruction
reviews the general education appropriateness of
all courses which are to be added to the curriculum
and recommends their addition to the Board
of Trustees if the course is found to meet the
following criteria:

Level: The course is beyond the minimal public
high school level subject matter requirements in
the service district.

Scope: The course exposes the student to a wide
range of principles, perspectives, and knowledge
of the discipline.

Integrity: The course is a whole unto itself and
not primarily part of a sequence of courses.

Generality: The course provides a generalizing,
rather than specializing experience within the
subject matter of the discipline and seeks to
provide broad connections to related areas of
knowledge within and without the discipline

Critical Thinking: The course prepares students
to make comparative and critical evaluations of
the principles, perspectives, and knowledge
within the discipline.

Continuing Study: The course provides a broad
base of knowledge or technique from which the
student can continue learning in the discipline.

Self Evaluation

The Council on Curriculum and Instruction
(CCI) reviews and evaluates every individual
course that is considered for inclusion in the
college’s general education component, as well
as those GWC courses that fit into the California
State University general education component
or in the Intersegmental General Education
Transfer Curriculum. The review of these courses
is thorough and rigorous, and each course must
meet the appropriate criteria.

Planning Agenda

1. Survey the faculty to determine if they are
aware of the above listed criteria and to
insure that the various components are in
fact being included as part of the course
offerings where appropriate.

2. Modify the student surveys, which are used
as part of the faculty evaluation process, to
include questions that will indicate whether
or not the above listed criteria are being
met by the course offerings of the college.

4,C,3: The general education program

introduces the content and methodology of the
major areas of knowledge: the humanities and
fine arts, the natural sciences, and the social
sciences. The general education program
provides the opportunity for students to develop
the intellectual skills, information technology
facility, affective and creative capabilities,
social attitudes, and an appreciation for
cultural diversity that will make them effective
learners and citizens.

Cultural Diversity: The course demonstrates
sensitivity to cultural diversity.

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Descriptive Summary

The general education requirements, as stated in
the College Catalog, are designed to meet the
needs of all students and are stated in terms of
three options. Option I is primarily for students
who are pursuing a specific career program and
who do not intend to transfer to a four-year uni-
versity. Option n is specifically for students
who intend to transfer to the California State
University system. Option III is intended
primarily for students who wish to transfer a
University of California campus or are unsure if
they will transfer to a UC or CSU campus. The
requirements in all three options exceed those
specified in the California Education Code, Title 5.

Option I requires completion of a minimum of
21 units of general education courses. Students
must complete from three to nine units in each of
five areas:

Area A - Communication in the English
Language and Critical Thinking

Area B - Physical Universe and its
Life Forms

Area C - Arts, Literature, Philosophy
and Foreign Language

Area D - Social, Political and
Economic Institutions

Area F - Lifelong Understanding and
Self-Development.

Option n requires the completion of a minimum
of 39 units of general education courses.
Students must complete from three to nine units
from each of the same five areas (Area A through
Area F).

Option IQ requires the completion of a minimum
of 34 or 37 units of general education courses.
Students must complete from three to nine units
in each of six areas:

Area 1-English Communication

Area 2-Mathematical Concepts
and Quantitative Reasoning

Area 3-Arts and Humanities

Area 4-Social and Behavioral Sciences

Area 5-Physical and Biological Sciences

Area 6-Language other than English.

The list of courses which satisfy each area
requirement is extensive and is detailed in the
college catalog. The courses selected for
inclusion on the list for each area not only
provide content and methodology, but also
provide opportunities for the student to develop
intellectually, technologically, and culturally.

The College has a Writing Center, a Math
Center, a Learning Resources Student Computer
Center, a Speech Center, a Tutoring Center, and
an Intercultural Center as additional resources to
help students develop the skills and attitudes
described in this standard.

The Writing Center provides a wide variety of
services for all students enrolled in English and
ESL courses. They include individual consultations
with faculty and tutors, workshops, independent
study courses and activities designed to correct
specific writing problems.

The Math Center provides the computer facilities
for the computer lab component of remedial
mathematics courses and the computer lab
assignments for higher level mathematics courses.
Tutoring is available on both a brief walk-in
and on a more extensive basis. The Center also
provides a quiet study area with textbooks and
solutions manuals.

The Learning Resources Student Computer
Center is open to all students who register for a
non-credit class (Learning Skills 920) and pay a
materials fee. Access to the Internet, e-mail, and

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Office 97 software allows students to use this
computer facility to do an assignment in
conjunction with any course in which they are
enrolled.

The Intercultural Center is an education and
service center for students, potential students
and members of the community. The activities
include educational programs, guest speakers,
informal conversational gatherings, annual
KinderCaminata, study abroad opportunities,
support services for international students, and
intercultural events.

Self Evaluation

The current general education program consisting
of the three options. Option I, Option n, and
Option EH as described above, was first instituted
for the 1992-1993 school year. The fact that the
general education courses specified in Options II
and EH have been articulated with CSU and UC
institutions to take the place of their own
individual campus requirements indicates that
these general education patterns are appropriate.
Counselors indicate that, in general. Options I,
n, and EH work very well. They are easy for the
students to understand and follow and for the
counselors to explain.

The college community has the opportunity
to review all degree options and make
recommendations for changes through the
Council on Curriculum and Instruction (CCI).
When CCI approves a new course, there is a
separate rigorous approval process to determine
if that course should be added to the general
education program under any of the three
options. However, at present there is no regular
process in place for a periodic comprehensive
review of the general education program to be
sure that the course offerings are updated and
continue to serve the needs of the students.

Over the past three years the Intercultural Center
has not had the direct connection to educational
and instructional programs that was once its
major focus. At one time, the Center had a
volunteer staff of over 120 people. These
volunteers worked with students on an individual
basis. Help was given on assignments directly
related to the courses in which the students were
enrolled. That service is no longer available.
The Center also provided support for
International Students and was an information
resource place for the District Study Abroad
Programs that served students and faculty. This
service has been cut back. A faculty member
who worked with other faculty to coordinate and
provide these and other instructional services
was never replaced.

An Intercultural Center Taskforce has been
established. This Taskforce will prepare a report
with recommendations as to whether the Center
will continue under the Instructional area, be
transferred to the Student Services area, or
assigned to both by the end of Spring 2000.

Planning Agenda

1. CCI will develop a process of periodic
comprehensive review of the general
education requirements to ensure that they
continue to serve the needs of our students.

2. The College will study the present status of
the Intercultural Center with the goal of
trying to re-establish the link between the
Center and the classroom.

4.C.4: Students completing the institution's
general education program demonstrate
competence in oral and written communication,
scientific and quantitative reasoning, and
critical analysis/logical thinking.

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Descriptive Summary

Students demonstrate competency in oral and
written communications, scientific and
quantitative reasoning, and critical thinking by
successfully completing the requirements
specified in Option I, Option II or Option IQ of
the general education program. The Golden
West faculty has designed the college’s general
education program to incorporate minimum
competency requirements in these areas. A
procedure involving faculty, academic
departments, and the Council for Curriculum
and Instruction (CCI) specifically determines
that minimum competencies requirements are in
place before approval of the course.

Self Evaluation

The courses specified in Options I, Q, and IQ of
the general education plan have the variety,
breadth, and scope to give students the opportunity
to demonstrate competence in oral and written
communication, critical thinking, scientific and
quantitative reasoning.

Students who select Option I or Option II
demonstrate competence in oral and written
communication and critical thinking by
completing the required nine units in Area A:
Communications in the English Language and
Critical Thinking. They demonstrate compe-
tence in scientific and quantitative reasoning by
completing the required units (six for Option I,
and nine for Option Q) in Area B: Physical
Universe and its Life Forms. Additionally the
completion of the required units in Areas C, D,
and E enhance these competencies.

Students who select Option IQ demonstrate
competence in oral and written communication
and critical thinking by completing Area 1:
English Communication requirements. They
demonstrate competence in quantitative reasoning
by completing the Area 2: Mathematical
Concepts and Quantitative Reasoning requirement.

Competence in scientific and quantitative
reasoning is demonstrated by completion of
Area 5: Physical and Biological Sciences
requirements. Completion of requirements in
Area 3: Arts and Humanities, Area 4: Social and
Behavioral Sciences, and Area 6: Language
other than English further qualifies as demonstrating
the competencies of this standard.

One indication of the success of the general
education program is provided by data on
Golden West students who transfer to a
California State University campus compiled in
an annual report from the CSU system. In the
latest such report for 1997-98, Golden West
transfer students have a higher continuation
percentage (the percentage enrolling in the fall
term who re-enroll for the following fall term)
than the percentage systemwide. Additionally,
Golden West transfers maintain a CSU grade
point average higher than that systemwide.

{see California State University Reports)

The alumni and student surveys which were part
of the accreditation self study indicate that
alumni and students are satisfied that completion
of the general education program indicates
competence in the areas stated in the standard.
However, the Golden West faculty survey
indicates that only 40.5% agree with the
statement “students completing the general
education program demonstrate competence in
oral and written communications,” 46.5% agree
that students demonstrate competence in
scientific and quantitative reasoning and 43.7%
agree that students “...demonstrate competence
in critical analysis/logical thinking.” In other
words, fewer than 50% of the faculty
respondents agree that students completing the
general education program do in fact
demonstrate competence in oral and written
communications, scientific and quantitative
reasoning, and critical analysis/logical thinking.
These percentages are slightly lower than the
results on the Orange Coast College faculty
survey. Further study seems warranted.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/ Administrator Survey )

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Golden West College | Huntington Beach, CA

Planning Agenda

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Conduct further study to determine if the faculty
survey results indicate a problem with the
general education program in regards to the
demonstrated competencies in oral and written
communications, scientific and quantitative
reasoning, and critical analysis/logical thinking
of students who complete the program.

Standard 4D:

Curriculum and Instruction

4.D.1: The institution has clearly defined
processes for establishing and evaluating all
of its educational programs. These processes
recognize the central role of faculty in developing,
implementing, and evaluating the educational
programs. Program evaluations are integrated
into overall institutional evaluation and
planning and are conducted on a regular basis.

Descriptive Summary

Through a Program Review process, faculty
review and evaluate their individual instructional
program on an annual basis. This process
provides administration and the Board of
Trustees with information concerning currency,
quality, cost, and responsiveness to perceived
student and community needs. The college’s
Program Review process (revised and shortened
in 1998) incorporates enrollment data. Advisory
Committee recommendations, and goals and
objectives for the upcoming year. The individual
Program Reviews are used in the distribution of
Partnership for Excellence and VTEA funding.
In addition, they are utilized in the determination
of the need for new faculty hires. The results of
Program Review are incorporated into the
Education and Facilities Master Plan. Such

inclusion in the master plan stresses the link
between campus planning and individual
program needs.

The annual Program Review process involves
several campus and community entities. Each
college department participates in this
self-evaluation and projection of goals and
objectives. Student surveys, student statistical
data, course outlines, staff information, facility
data, and other pertinent - data to identify
program strengths and needs are collected and
analyzed. The department then writes and
documents their program review:

Self Evaluation

The Program Review process was evaluated,
redesigned, and shortened in Spring 1998. Many
cumbersome questions were eliminated, and
processes were developed to facilitate data
documentation and interpretation and to expedite
the review process which is linked to the campus
Budget and Planning Committee, as well as to
the Instructional Planning Team. Program
Reviews now specifically require adding
program planning to the College Plan.
Department planning also supports the
development of annual priority objectives.

Our Program Review process emphasizes the
connection between instruction and budget and
planning. Since this has become an annual
process, it allows the campus to make timely
decisions based on current data. It is suggested
that the database be narrowed down to a workable
number of items. This should encourage greater
participation from all disciplines undergoing our
annual review process. Ten to twenty clearly
defined, critical data items can be reported and
used in the process. Some faculty believe that
the amount of data at this time is overwhelming.

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Planning Agenda

1. Designate an ad hoc Program Review
committee to assist our Program Review
Process.

2. Include a box on the revised Program
Review/Curriculum Review documentation
that would include:

We have reviewed the following

course outlines

A) Updated with minor changes -
no curriculum action required

B) Forwarded changes to CCI

4.D.2: The institution ensures the quality of
instruction, academic rigor, and educational
effectiveness of all of its courses and programs
regardless of service location or instructional
delivery method.

Descriptive Summary

The AFT Contract (Article X, Academic
Relations, Section 1, College Curriculum
Committees) indicates that, The committee will
review proposals, developed under guidelines
established by the Curriculum Committee and
approved by the Academic Senate, from the
various disciplines of the college, as well as from
individual faculty members. The process is the
same for all types of instructional delivery
methods.

As a subcommittee of the Academic Senate, the
Council for Curriculum and Instruction (CCI)
maintains responsibility and oversight for credit
and noncredit (see D.6) curriculum effectiveness
by reviewing and/or revising courses or developing
new courses. The committee’s specific functions
are to evaluate new courses, as well as proposed
changes and revisions in curricula; to apply Title

5 and campus academic standards to current,
revised, and proposed courses; and to coordinate
and organize instructional planning, practices,
and policies as they relate to faculty and curricula.
The committee membership is comprised of
fulltime faculty, each of whom is chosen to
represent his/her respective department; a
representative from the academic counseling
department; and a student member. The Vice
President of Instruction serves as a nonvoting
member.

New courses or course revisions originate from
several sources: faculty; advisory committees;
community needs; new or changing state or
federal requirements; perceptions of occupational
needs, i. e., increased use of technology in the
work and academic arenas; and general currency
of instruction.

The process begins with the instructor who
writes or revises a course or course of study
leading to a certificate or major and supports the
action with appropriate and required documentation
necessary for course approval or revision. Such
paperwork, likened to an application process,
records the proposed course number, units, catalog
description, student goals, outcome objectives,
course outline, samples of assignments, timeline
of instruction, and recommended textbooks. The
department’s CCI representative assists the
instructor. All course proposals are initially
reviewed and analyzed at respective department
meetings. The request is then sent to the
Library/New Media and then to the division
dean for review. The course review continues
through two meetings - one for discussion and
the second for action.

After CCI approves the course, it is submitted to
the Board of Trustees for final review and
approval. In this comprehensive process many
campus entities review the proposed or revised
course for relevancy, currency, and quality.
Proposed courses or revisions may be
implemented the following semester.

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Self Evaluation

The CCI process has been judged to be efficient
and effective. It is now more responsive to
campus timelines for implementation of new and
revised curriculum. The process ensures all
programs and courses have the appropriate
quality, rigor, and effectiveness because they
must meet the same standards.

With new streamlined guidelines for program
and course approval, some processes may need
to be reviewed, such as the turnover of
departmental CCI representatives for reasons of
sabbatical, teaching load, illness, etc.

Planning Agenda

1. Further refine the process for expeditious
course approval.

2. Review process of replacing CCI
departmental representatives when they
must leave the committee due to sabbaticals
or other reasons.

4.D.3: The evaluation of student learning and
the award of credit are based upon clearly
stated and published criteria. Credit awarded
is consistent with student learning and is based
upon generally accepted norms or equivalencies.

Descriptive Summary

Information concerning campus-wide grading
policies is included in the college catalog.
Grades are based on how well the student
achieves the stated course objectives, at least in
part by essay writing or, where appropriate,
problem solving or skill demonstrations. All

courses have outlines approved by the CCI.
These course outlines indicate the content that
must be learned or the skills that must be
mastered in order to complete the course. The
approved outline of a course is provided to all
instructors hired to teach it. It is the instructor’s
responsibility to explain to the students how the
requirements listed in the outline will be
achieved. This explanation of the requirements
may be included in a syllabus handed out to the
student at the beginning of the course. Often
syllabi include an explanation of the instructor’s
grading policies.

Golden West College awards three options of
the Associate in Arts Degree. Option I is intended
for students with a Career Focus. Option II
(Liberal Arts-CSU) is intended for students who
plan to transfer to one of the 22 California State
University campuses. Option III (Liberal
Arts-UC/CSU) is intended for students who
intend to transfer to one of the 9 University of
California campuses, or who are unsure if they
will transfer to a UC or CSU campus. For
students who are seeking to quickly prepare for
employment in a specialized area, certificate
programs based on the core programs in a major
area of study are also available.

The degree for which each course is appropriate
is indicated by the course numbering system.
Generally, courses are numbered as follows:

Courses numbered 001-099 are usually
basic skills courses.

Courses numbered 100-199 are usually
first-year courses.

Courses numbered 200-299 are usually
second-year courses.

Credit for classes is determined by requirements
of transfer institutions, the Carnegie units, and
number of hours in the class.

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Students can earn credit by several other means.
Subject to departmental approval, a student who
. can demonstrate mastery of the content of a
specific Golden West College course may
petition to receive credit by examination.
Students may also receive credit for the successful
completion of examinations in the Advanced
Placement Program of the College Entrance
Examination Board, the College Level
Examination Program, or the 2 + 2 Articulation
Program. The College offers credit as well for
courses taken during military service and basic
military training; credit is awarded according to
the American Council on Education’s guidelines.

Certificates of completion are sometimes issued
to students who have successfully completed
certain classes to upgrade their occupational
skills. These requirements are officially stated
in the college catalog. Credit awarded is based
on generally accepted norms and equivalencies.

2. Review and consider the sample syllabi
provided through the web page builder as

a standard format for campus course syllabi.

3. Submit a copy of the syllabus to the
appropriate dean every semester .

4. D,4: The institution has clearly stated

transfer of credit policies. In accepting transfer
credits to fulfill degree requirements, the
institution certifies that the credits are accepted,
including those for general education, achieve
educational objectives comparable to its own
courses. Where patterns of transfer between
first institutions are established, efforts are
undertaken to formulate articulation agreements.

Descriptive Summary

Self Evaluation

There is no uniform college requirement for
course syllabi. Students often ask for the kind of
information contained in a complete syllabus.
When syllabi are prepared, the quality of the
format often varies from instructor to instructor.
Faculty are encouraged to clearly state in their
syllabi the course requirements and evaluation
methods (e.g. attendance criteria, deadlines to be
met, and how student learning is evaluated).
However, when faculty utilize the college web
page builder for the development of their home
pages there is a standardized format for the
information that is provided to students.

Planning Agenda

Continue to encourage faculty
to “clearly and completely” state
course requirements and evaluation
methods in the syllabi that they
provide to students.

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Golden West College clearly states transfer of
credit policies in the college catalog under
“Awarding of Credit” (page 32). The policy
reads

“Previously Earned Units: College credits
earned at any accredited institution of higher
education. Credits are not awarded for sectarian
courses. Credits are posted to transcripts upon
completion of all other graduation requirements.
Students must request copies of official sealed
transcripts be mailed to Admissions and Records
from each college attended.”

The policy of the Board of Trustees is to accept
courses for credit from schools identified in the
Accredited Institutions of Post Secondary
Education, a guidebook published by the
American Council on Education. If the course
under consideration for credit is relevant to a
specific major, then the chair of the department
or program coordinator for that major makes the
determination. The department chair or program
coordinator compares the course in question to
existing courses at Golden West College. If the
course is found to match one of the College’s

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courses, then credit is given. For all courses
completed out of state, the approval of the
academic dean is required.

The College also assesses course transferability
through the database titled Articulation
System Stimulating Interinstitutional Student
Transfer (ASSIST). This database lists transferable
courses from participating four-year colleges
and universities that can be matched with
courses at a community college. Golden West
College has over 400 baccalaureate level courses
that can articulate with lower division courses at
four-year colleges and universities. Of this
number, approximately 126 courses qualify as
California Articulation Number (CAN) courses,
meaning that they articulate with four or more
universities. Of these 126, six were new CAN
courses added in 1999. GWC ranks in the top
10% of California Community Colleges in terms
of its number of CAN qualified courses.

The College has established formal articulation
agreements with both the California State
University and the University of California
systems and continues to expand and improve its
articulation agreements with four-year institutions.
In general, 100 students transfer to a University
of California campus throughout the academic
year with a majority beginning the university in
the fall. Between 500 and 600 of our students
transfer to a California State University annually.
A growing number of students transfer to
four-year independent colleges each year. The
College Catalog describes the transfer curriculum.

Self Evaluation

The College has clearly stated its transfer of
credit policies, and processes are in place to
certify them. The College also provides clear and
specific information on transfer policies in the
College Catalog and at the Transfer Center. The
College’s articulation agreements with the
California State University and the University of
California systems grow stronger each year.

The College has a coordinator of university
articulation who coordinates new course
articulation agreements and assesses general
currency of agreements. However, this coordinator
of university articulation recently retired.
Although he has continued to work one day a
week to fill the position and attend CCI meetings,
his abbreviated schedule doesn’t always allow
him to stay current with what is happening on
campus, nor does it allow him to be available on
an a-needed basis.

Planning Agenda

1. Continue to expand articulation and
transfer agreements.

2. Recommend and develop justification to
support hiring a full-time transfer and
articulation counselor.

4,D.5: The institution utilizes a range of

delivery systems and modes of instruction
compatible with the objectives of the curriculum
and appropriate to the needs of its students.

Descriptive Summary

The College utilizes a wide range of delivery
systems and modes of instruction compatible
with the objectives of the curriculum and the
needs of students in academic, career, and
technical education. The course offerings
include sequences which enable students to
transfer to the California State University and
the University of California systems as well as to
private four-year colleges.

The College began offering online credit
courses in Spring 1999. In response to community
needs and interests, the College made available
to students a wide range of credit “Weekend

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Express” courses during the Fall 1998 semester.
These courses are listed each semester in the
schedule of classes and offer compressed
instruction in a variety of disciplines, allowing
students to attend five to eight weeks or less
to complete courses normally offered in the
semester-length format. The Online Express
(Fall 2000) and the Weekend Express courses are
responsive to the needs of students with scheduling
conflicts or with work and family responsibilities
which might otherwise prevent them from taking
courses.

The College also offers contract education,
which through agreements with outside
agencies, creates partnerships for the delivery of
services and training to students. Golden West
College’s contract education effort is in
conjunction with the Coast Community College
District’s Business Link Office.

Furthermore, the faculty of the College offer
a wide range of delivery systems and modes
of instruction appropriate to the specific
instructional objectives of the courses being
taught. Faculty design into the courses modes
of instruction that take into account diverse
learning styles. Although the lecture remains a
primary mode of instruction in the general
education courses, instructors have participated
in various forms of training to learn other modes
of instructional delivery to incorporate into their
courses. More and more instructors at the
College are becoming adept at using multimedia
presentations, computer-assisted instruction,
field trips, modeling and demonstration, and
cooperative learning and discussion groups.

The Coast Community College District also
recognizes the importance of providing students
an education with an international and multicultural
dimension. Students are given the opportunity
to study in foreign countries with the District
employed faculty. Credits earned may be
applied toward an associate or baccalaureate
degree. Programs currently include academic
opportunities in Costa Rica, Spain, Italy, France,
England and other countries.

The College also offers flexible scheduling
including the Online Express and the Weekend
Express, as well as a new 16-week semester
format. This has allowed for the introduction of
a 4-week Winter Intersession that began in
January, 2000. There are numerous open
entry/open exit courses available, for example
Computer/Office Applications and Physical
Education.

The Learning Resources Student Computer
Center is open to all students who register for a
non-credit class (Learning Skills 920) and pay a
materials fee. Access to the Internet, e-mail, and
Office 97 software allows students to use this
computer facility to do an assignment in
conjunction with any course in which they are
enrolled.

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Self Evaluation

Golden West College offers a broad variety of
credit and noncredit courses that utilize a range
of delivery systems and employs modes of
instruction designed to meet the education needs
of adult learners. The College regularly offers
new fee-based community service courses which
meet the needs of adults for continuing educa-
tion and respond to specialized interests of mem-
bers of the local community.

The College has made progress over recent years
in adding instructional delivery modes based on
new technology. Labs and classrooms utilizing
not only computers but other new technology
have increased in number. Across the campus
the increased availability of computers, Internet
access, and other multimedia technology
through the Learning Resources Center has
resulted in increased faculty and student access
to new modes of instruction. However, the
campus needs further improvement in student
and faculty access to these new tools of instruction.
Maintaining currency in some programs is
dependent upon the college’s keeping pace with
new technology in its instructional modes.

Planning Agenda

1. Expand contract education and customized
training to meet the needs of businesses in
the community.

2. Continue to provide technology to support
instructional delivery methods in credit and
noncredit programs and seek to improve
the availability of such technology where
needed.

3. The College will study the present status of
the Intercultural Center with the goal of
trying to re-establish the link between the
Center and the classroom.

4.D.6: The institution provides evidence that
all courses and programs, both credit and
noncredit, whether conducted on or off
campus by traditional or nontraditional
delivery systems, are designed, approved,
administered, and periodically evaluated
under established institutional procedures.
This provision applies to continuing and
community education, contract and other
special programs conducted in the name of the
institution.

Descriptive Summary

Golden West College’s procedure for the
approval of new credit courses and programs is
as follows: The faculty and the department chair
of an instructional area propose new course outlines

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or new programs of study. Each course outline
is submitted to the Dean for processing. The
CCI Chair (an Academic Senate Representative)
meets with the Vice President of Instruction to
review the upcoming agenda and related course
outlines. The proposed course proceeds through
the CCI in a two-step process consisting of
discussion at the first meeting and action at the
next meeting. The Board of Trustees must then
approve the proposed course or program. New
programs are also reviewed and approved by the
Chancellor’s Office.

Course outlines are reviewed in the regular
Program Reviews. However should new
conditions arise in the academic community or
in the discipline in general, a more frequent
review of a course or program may be called for.
Such was the case with the ESL program, which
underwent a thorough revision as it grew and the
needs of the population it served changed. In
addition to program revision, at times faculty
determine that it is necessary to retire a course
whose content has lost currency or a course that
no longer meets established criteria.

Usually the design of a fee-based/community
service course begins with an instructor submitting
a proposal to offer a particular course. A community
service course may, however, originate with a
request from a member of the community.

New course proposals are reviewed by the
faculty in the specific discipline as well as
by administrators, including the discipline
coordinator or department chair. These reviews
guarantee that the new course will not compete
with courses already being offered.

Student evaluations of courses and instruction
are done using a survey form for the credit,
noncredit, and fee-based/community service
courses.

Self Evaluation

The College has established procedures and
instituted policies for the development and
approval of new credit and noncredit courses
and programs. These procedures and policies
appear to be effective and involve appropriate
faculty, faculty committees, and administrators.
Review of courses and programs is an on-going
process and regularly results in revisions and/or
deletions of courses.

Community service courses are developed and
approved by a less formal process than that
used to create credit and noncredit courses. This
process has been effective, however, in responding
quickly to needs and interests in the community
and has resulted in the creation of a widerange of
community service/fee-based course offerings,
which, judging by the positive evaluations of
students taking them, are effective in meeting
those needs and interests.

Planning A genda

Continue to enhance procedures for design,
approval, administration, and evaluation of
courses and programs, including community
education, contract and other special programs
conducted in the name of the institution.

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4.DJ: Institutions offering curricula through
electronic delivery systems operate in conformity
with applicable Commission policies and
statements on ^^Principles of Good Practice in
Distance Education,”

Descriptive Summary

Golden West College operates in compliance
with applicable Commission policies and
statements in Principles of Good Practice in
Distance Education and operates in compliance
with Title 5, Section 55317 of the Distance
Education Code.

Distance Learning

Golden West College’s Staff Development and
New Media Center have been working
cooperatively in developing online courses.
Golden West College was the first community
college in Southern California to be accepted
into the international New Media Centers’
consortium. This consortium, which is
comprised of corporate sponsors and leading
institutions of higher education, showcases new
media technology and programs.

Golden West College became a member of the
California Virtual University in spring of 1998.
GWC’s Council for Curriculum and Instruction
Council (CCI) approved a pilot project for
evaluation of online courses at that time. Dr.
Steven Isonio developed an original Introductory
Psychology online course which was offered in
Spring 1999. This course filled quickly. After
the Spring 1999 offering of this online course,
Dr. Isonio reported his results to the CCI
Council. Based upon Dr. Isonio’s report, a
process was approved for faculty to offer online
courses for courses already approved by CCI.

The next step was to clarify the intellectual
property rights and load issues related to online
courses. A side letter of agreement to the AFT
contract was developed in cooperation with
AFT, administration, and staff development for a
2-year pilot program at GWC.

(see Side Letter to AFT Contract
Regarding Online Courses)

This agreement is significant because it clarifies
before faculty develop and or teach online
courses the faculty rights and the Coast
Community College District rights. This side
letter was developed in a spirit of cooperation by
all parties to expand access to education for
students.

In Fall 1999 an Instruction Web/Intemet Task
Force was created and comprised of faculty,
staff, and administrators. The purpose of this
committee is to establish campus-wide policy
and procedures related to web and Internet
Instruction.

In Fall 1999 a four-phase plan was developed
to explore online instruction. The areas for
development have been identified as follows:

1. Online materials to supplement classroom
instruction

2. Online courses adapted from publisher
pre-produced online courses

3. Original development of online courses
by GWC faculty

4. Hybrid courses mixing online and
classroom lectures.

Faculty are currently involved in all four of these
areas with the support of the College’s New
Media Center and Staff Development Office.

During Spring 2000, Golden West College will
have developed three original online courses and
will have a major thrust by faculty to adapt
publisher pre-produced online courses. In

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addition, faculty have begun exploring how to
create hybrid courses to address the different
learning styles of students.

The Online Express will be unveiled in Fall
2000. The Online Express will adapt to online
short-term five-week Weekend Express courses
in the general education transfer courses leading
to matriculating to a four-year college.

Also, plans include taking short-term intensive
weekend courses and evaluating the possibility
of adapting them into hybrid courses.

In addition to online courses, GWC’s New
Media Center is actively involved with distance
learning as a downlink site for instructional
conferences. The California Community Colleges
Video Conferencing Network, with facilities
provided at each community college, is growing
in popularity among faculty, staff, and
administrators. Furthermore, discussions are
currently being conducted with local universities
on courses that can be shared between institutions
live via video conferencing.

Since 1979, GWC’s New Media Center (winner
of 3 L.A. Emmys) has produced training via
video for local and state law enforcement
agencies. Currently, the New Media Center is
producing monthly programming for the
California Commission for Police Officer
Standards and Training which is broadcast to
police agencies monthly.

Self Evaluation

Using electronic delivery systems for distance
education is still in the early phases of
development and implementation. Distance
education is certainly a direction that higher
education continues to move toward. Developing
offerings and integrating distance education with
other college offerings requires that faculty.

staff, and administrators have time and resources
for planning, development, and coordination.
New telecommunications technology is expensive
and requires well-trained experts; thus distance
education is a major budgetary commitment.
The college has Just begun to move into use of
distance learning delivery systems.

Planning Agenda

1. Continue to assess campus need for and
use of distance learning education.

2. Consider combining the Technology
Advisory Committee and the Distance
Learning Task Force.

4. D.8: Institutions offering curricula in

foreign locations to students other than US.
nationals operate in conformity with applicable
Commission policies and guidelines.

Descriptive Summary

The College participates in the Study Abroad
Program administered through the District
Office.

Seif Evaluation

Not applicable

Planning A genda

Golden West College does not anticipate
offering curricula in foreign locations.

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Su pplemental Documents - Standard Four

Spring 2000 Grade Distribution Report

1999-00 Golden West College Catalog

AFT Contract (Article X, Academic Relations,
Section 1, College Curriculum Committees)

Staff Development Schedule of Workshops and
Registration form

Coast Community College District Facilities
Master Plan

State Chancellor's Curriculum Standards
Handbook

Student Education Plan (SEP)

College Plan - October 1, 1994

EDD/UI Wage Data

Upper Division Transfer to CSU from GWC -
Fall '97

Education and Facilities Master Plan

VTEA nC Report

Golden West College Facts - Trends through

Vision 2010 Master Plan

1999

Golden West College Schedules

GWC Fall 1999 Accreditation Self-Study -
Faculty/staff/Administrator Survey

GWC Fall 1999 Accreditation Self-Study -
Alumni Survey

GWC Fall 1999 Accreditation Self-Study -
Student Survey

GWC Instructional Plan 1992-93 through

1995- 96

GWC Instructional Plan 1993-94 through

1996- 97

OCC - GWC Fall 1999 Accreditation Self-
Study - Faculty/staff/Administrator Survey

Program Review Abstract (form)

Handbook for Student Success

Sample Instructional Program Review
Document

Side Letter to AFT Contract Regarding Online
Courses

105

Accreditation Self-Study
1999 - 2000

Margie Bunten
Co-Chair

Earnest “Chip" Marchbank
Co-Chair

David Baird
Albert Gasparian
Tom Juno
Sandra Lutz
Barbara Sablan
Carmen Sandoval
Sandy Taylor
Lawrence Williams

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Huntington Boach

Standard Five:

Student Support and Development

The institution recruits and admits students
appropriate to its programs.

It identiHes and serves the diverse needs of its
students with educational programs and
learning support services, and it fosters a
supportive learning environment.

The entire student pathway through the
institutional experience is characterized by a
concern for student access, progress, and
success.

5.1: The institution publishes admissions

policies consistent with its mission and
appropriate to is programs and follows
practices that are consistent with those policies.

Descriptive Summary

State regulations and the state’s community
college mission govern Golden West College’s
open admissions policies. The policies and
procedures have been developed and validated to
conform to state requirements for prerequisites.
Golden West College publishes its admissions
policies, consistent with its mission, including
other relevant policies and procedures, in the
college catalog, in the class schedule, on the
College’s home page on the web, and in the
College Handbook for faculty and staff.

Self Evaluation

Admissions and Records

The Admissions and Records Office is the first
contact a student has with the College, and the
staff makes every effort to admit the students in

an efficient and timely manner using its
published admissions policies and practices
consistent with those policies. The staff admits
and enrolls students not only into credit courses,
but also into non-credit classes such as the
Writing Center, Speech Communication Center,
Math Computer Center, Tutoring Center,
Student Computer Center, and the Business and
Office Applications Lab. (The Business and
Office Applications Lab will be changed to
Computer Business Applications Lab effective
Fall 2000.)

The College has made every effort to expand its
services and hours of operation to become more
accessible for students to register. Certain
specialized programs have additional admissions
requirements, such as Nursing, Cosmetology,
and the Police Academy. In addition, the
Disabled Students Programs & Services (DSPS),
the Extended Opportunity Programs & Services
EOPS), and the International Student Program
(ISP) are available for qualified students with
special needs that cannot be accommodated
through the regular admissions process.

Self Evaluation

Concerning admissions, registration, and
records, a Fall 1999 student survey shows
student responses as generally positive. A
majority (55%) felt that the College provided
clear and correct information about services
available to students, while 35% had no opinion
and 11% disagreed. In two of the following
areas, 57% of the students felt that services were
conveniently located (36% had no opinion and
7% disagreed) and that non-teaching staff were
friendly and helpful (34% had no opinion and
10% disagreed). Responses indicated a
considerable degree of satisfaction (60%) with
the way their needs were met by admissions,
registration, and records services, while 32%
had no opinion and 8% disagreed).

(see Fall 1999 Accreditation Self-study Student Survey
in the area of Student Support Services)

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Student responses in another area of the survey
reflected that more than half of the students
(64%) agreed that they were personally treated
with respect at the College, while 32% had no
opinion and 4% disagreed. In addition, more
than half of the students (67%) believed that the
students from diverse cultural backgrounds were
treated with respect at the college, while 28%
had no opinion and 5% disagreed.

(see Fall 1999 Accreditation Self-Study Student
Survey in the area of Integrity and Honesty)

In general, 78% of the staff responded that all
prospective and currently enrolled students are
provided with accurate information about
programs, graduation requirements, conduct
standards, etc., while 16% had no opinion and
6% disagreed.

(see Fall 1 999 Accreditation Self-Study
Faculty/Staff/Administrator Survey in the area of overall

campus operation)

Planning Agenda

1. Investigate the need for more brochures in
other languages for non-native students

2. Assess the need for videos to assist
non-native students

3. Continue through the Intercultural
Center and the International Student
Program to help non-native students to
assimilate into the campus environment.

Admissions Application

Students who are enrolling for the first time at
GWC must complete a College Admissions
Application by either completing the mail-in
application contained in the class schedule, by
obtaining an application and submitting it in
person to the Admissions Office, or by down

loading the application from the college web
site. The Admissions Application is printed in
English. However, during in-person registration,
a student may obtain a copy of the application
printed in both Spanish and Vietnamese. A
majority of the college’s non-native students are
Spanish or Vietnamese. These Spanish and
Vietnamese versions of the application form are
displayed in the lobby of Admissions and
Records. In addition, bilingual staff are available
in the areas of Admissions and Records and
Special Student Services to assist the non-native
speaking student if necessary.

New students to GWC are assigned their
registration appointment at the time they
submit their application for admissions on a
first-applied, first-issued basis. However, those
who apply in person by a scheduled deadline
date are issued an appointment for telephone
registration. Returning students who have
previously attended GWC are issued an
appointment to register at the time they submit
an admissions application on a first-applied,
first-issued basis, and those who apply before a
designated deadline date are issued an
appointment for telephone registration.
Continuing students who are enrolled for the
previous semester are automatically mailed their
telephone registration appointment. During
designated dates for in-person and late
registration, an appointment is not needed.

The College has an enrollment priority process
to determine the order in which students have
the opportunity to register for classes.
Preferential registration occurs before the
telephone registration begins, and is available to
HOPS and DSPS students in accordance with
Title 5 Regulations.

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Golden West College | Huntington Beach, CA

Huntington Beach

Self Evaluation

Surveying of the Fall 1999 students revealed
that the 41% of the students indicated that the
application process is acceptable, 50% had no
opinion, and 9% feel the process is unacceptable.

In comparison, 78% of the Golden West staff
polled felt the application process is satisfactory.
The staff went on to mention how strong
the College’s commitment is in providing to
all prospective students information about
programs, graduation requirements, conduct
standards, and other pertinent information.

{see Fall 1 999 Accreditation Self-study Student Survey in
the area of Student Support Services and Fall 1999
Accreditation Self-Study Faculty/Staff/Administrator
Survey in the area of overall campus operation.)

Planning Agenda

1 . Due to six- and eight-week classes, Intersession,
Weekend Express classes, and the transition to a
16- week discrete schedule for Fall 2000,
additional stalf is needed to maintain an
efficient and constant registration process.

2. Continue to improve and expand student
services for minority and international
students, as well as increasing awareness of
diversity issues involving the College’s
multi-cultural student population.

College Publications

Approximately 290,000 Class Schedules are
mailed each semester to all residents in the Coast
Community College District. In addition to the
class schedule, postcards are mailed to promote
newly added late starting classes. The information
printed in the class schedules is reviewed and
updated by all of the responsible departments.

The college catalog is printed annually. The
information included in the catalog is reviewed
each year by the responsible department. The
Council for Curriculum and Instruction publishes
a calendar of meeting dates for faculty to submit
changes and/or additions to the catalog. This
calendar is published early in the fall semester.
Ten thousand copies of the catalog are printed
each year.

A Student Handbook Committee has the task to
publish a student orientation guide and planner
and have it available to students going through
orientation by this August 1 or at the latest
mid- August. The handbook will also be handed
out to students through Counseling, College 100,
etc. The committee has a tentative schedule to
gather information to be put in the handbook,
with an outside company putting it together.
The handbook will be an additional publication
to provide students with information, along with
the catalog, and serve as a convenient scheduling
tool.

Self Evaluation

The student responses from the Fall 1999 survey
revealed that, while 30% had no opinion, 63% of
the students were satisfied that the information
in the official college publications related to
requirements for admissions and related issues.
Students felt the information provided was
precise, accurate, and current.

(see Fall J 999 Accreditation Self-Study Student
Survey in the area of Integrity and Honesty)

When faculty, staff, and administrators were
recently surveyed, 85% were satisfied that
the published materials provided valuable
information about the institution’s degrees
and certificates.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey on the evaluation of
the overall campus operation)

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Planning Agenda

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Huntington Beach

Registration

Continue a study, already underway, to
investigate the feasibility of distributing the
College Catalog on a CD-ROM. A limited
number of hard copies of the catalog would be
printed.

GWC Home Page

Golden West College has consistently improved
its GWC home page on the College web to
provide the students with Admissions and
Records information and resources. The home
page gives details of the admissions process, and
a copy of the College Application Form is
available for downloading and printing. It is the
responsibility of Public Relations to input the
information on the home page.

Self Evaluation

When staff were recently surveyed about the
information in official college publications such
as the College web page, 76% were in agreement
that the information was accurate, while 13%
had no opinion and 11% disagreed.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey concerning evaluation
of the overall campus operation)

The students surveyed about the information
provided on the College web site responded with
46% agreeing the information was accurate,
while 44% had no opinion and 10% disagreed.
(see Fall 1999 Accreditation Self-study Student Survey in
the area of Integrity and Honesty)

Planning Agenda

Admissions and Records offers day and evening
walk-in registration hours. The hours are 8:00
a.m. - 7:00 p.m. Monday through Thursday and
8:00 a.m. - 3:00 p.m. Fridays, (except for holidays).
In addition, Admissions and Records is open the
first two Saturdays of each semester. To further
accommodate the student. Admissions and
Records will be open selected Saturdays for
short-term, late-start. Intersession, Weekend
Express, and open-entry courses.

During the first week of fall and spring, an
Information Booth is staffed by administrators,
classified staff, faculty, and Associated Students
(ASGWC) volunteers to help students with
questions about registration, courses, closed
classes, room directions, and to give out general
college information. Materials on display in the
Information Booth include Student Services
brochures and flyers, the class schedule, and
ASGWC information.

Self Evaluation

Of 1,004 student responses, 23% were less
satisfied with the degree to which student
services were provided in the evening and on
weekends, while 36% were satisfied and 41%
had no opinion.

(see Fall 1999 Accreditation Self-Study Student Survey in
the area of Student Support Services)

In contrast, 48% of the 136 of the staff were
much less satisfied that sufficient services were
provided in the evening, on Saturday, and during
the Intersession, while 35% were satisfied and
17% had no opinion. In the area of whether
there is adequate staff to support student
services, 41% of the 119 staff were satisfied that
there is sufficient staff, while 32% were less
satisfied and 27% had no opinion.

GWC has demonstrated that its admissions
procedures are consistent with the College

Pursue a completely interactive online admission
and registration process.

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ERIC

Golden West College | Huntington Beach, CA

mission and its policies. In the Student Services
Philosophy 1998-2000 statement, the College is
committed to a student development model so
that each individual may pursue their journey to
student success. To that end, the student begins
their journey at the admissions process.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey to
evaluate the overall campus operation)

Planning Agenda

Continue the work of the College’s newly
established Equity of Service Task Force to
review and make recommendations concerning
the improvement of student services in the
evenings and on weekends.

5.2 : The institution provides to all prospective
and currently enrolled students current and
accurate information about its programs,
admissions policies and graduation requirements,
social and academic policies, refund policies,
student conduct standards, and complaint and
grievance procedures.

Descriptive Summary

The Golden West College Catalog is provided to
incoming students during student orientation or
is available upon request. It is also available in
the Bookstore, Library, or through a counselor.
In Fall 1999, a student survey revealed that the
information published in the catalog is accurate
and easily understood. The catalog includes
basic information on all programs and majors,
admission policies, refund policies, graduation
requirements, the matriculation process, social and
academic policies, student conduct standards,
dismissal procedures, and complaint and griev-
ance procedures.

Huntington Beach

A class schedule is mailed each semester to all
residents in the College’s service area and is also
available to non-area students upon request.
Class schedules and the catalog are also
available on the Golden West College web page.

Other pertinent information such as program
brochures, student handbooks, student code of
conduct, and grievance/complaint procedures
are provided at orientation or are available at the
student service counter in the Counseling
Department.

The College also offers a Student Orientation
Assessment Registration (SOAR) program to all
incoming freshmen, as well as offsite
assessment testing and outreach services to our
thirteen feeder schools. Through the Transfer
Center, matriculation services are offered to
students to assist them with transferring to other
colleges and universities. Finally, all presentations
regarding sexual harassment, discrimination,
conduct standards, and complaint and grievance
procedures are overseen by the Vice President of
Student Services. These are the techniques used
by our institution to inform and instruct our
students on the programs, policies, and
procedures of Golden West College.

Self Evaluation

From a Fall 1999 student survey, responses were
very positive as to the accuracy and clarity of
information in the College catalog. The students
feel that the information presented in the catalog
is accurate and very easily understood. To
insure accuracy, the catalog is updated annually.

The GWC Class Schedule is developed and
produced each semester. It takes into account
the needs of the student population with number
of classes, size of classes, and type of class
offerings. Other pertinent information is
reviewed and updated annually or when
modifications are needed.

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Huntington Beach

The Student Orientation Assessment
Registration program (SOAR) is an annual
process that is modified throughout the year to
insure its success in the spring and summer. The
importance of SOAR is evident in the fact that
students taking part in the program are more
prepared for the College experience.

Articulation agreements between GWC and
other colleges and universities are constantly
being evaluated to meet transfer guidelines. The
student complaint/grievance procedures are
reviewed annually and are available to students
at the student service counters. In addition,
various programs in Student Services produce
flyers, brochures, posters, and articles for the
school newspaper to publicize programs,
services, and campus events. Information from
some pertinent programs, such as, Financial Aid,
Extended Opportunity Programs and Services
(EOPS), Counseling, Student Health Center, and
Admissions and Records is available in English,
Vietnamese, and Spanish.

Planning Agenda

The College will continue to identify the
educational support needs of its student
population and provide appropriate services and
programs to address those needs.

Counselors support students* needs with individual
and group counseling, workshops, and career
placement. The College identifies student
support needs from information students provide
in the admission process, indicating if they are
economically disadvantaged, disabled, re-entry,
or first generation college students. The
Counseling Department also invites those who
do not indicate a major to receive advising. In
some instances, the institution identifies
students who need support by referrals from
instructional faculty or by academic
performance reports. Counseling staff then
direct those in need of a specific support service
to meet with appropriate campus staff.

The College provides appropriate educational
support services as mandated and defined by
Title 5, such as financial aid. Extended
Opportunity Program and Services (EOPS),
Cooperative Agencies Resources for Education
(CARE) and Disabled Students Programs and
Services (DSPS).

The College has recently added a CalWORKs/Re-
Entry program, initiated an academic probation
contract, and instituted a pilot early warning
system (Operation Call Back).

Self Evaluation

5.3: The institution identifies the educational
support needs of its student population and
provides appropriate services and programs to
address those needs.

Descriptive Summary

Through its admissions policy, mandatory
counseling, the SOAR assessment process,
academic alerts and the academic probation
process, the College identifies additional student
needs. These processes help insure the success
of students in need of the various support
services.

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The combination of information from students and
state regulations has guided the development of
the various support programs and services at
GWC. The College identifies student needs by
a variety of means and works to respond to them
in a timely manner. College staff directs
students to the services that will meet their
specific needs. College publications provide
students with information on the range of
college support services which are available to
them. For example, the Handbook for Student
Success devotes an entire page to a listing of
student services.

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The SOAR process includes three major activities:
testing, orientation and advising. The College
tests high school students to determine their
academic skill level. Students with inconclusive
or inconsistent test results may be referred to the
College. Disabled Student Programs and
Services, where they receive further assessment
for disabilities. If appropriate, an educational
support plan is designed to meet their needs.

The orientation and advising portions of the
SOAR program are conducted by the counseling
staff in coordination with the Assessment Center.
Through the orientation process, students are
introduced to the policies, procedures and
services of the college. With this information,
students are able to register, add and drop classes,
and become more knowledgeable about the
support services available. Presently, the
College provides orientation to all students who
receive SOAR assessment.

Several months after assessment, potential
students are assigned a counselor and develop an
Educational Plan that includes advising students
on course selection. Part of the advising process
is reviewing the academic skill level of students
and making recommendations for appropriate
courses as well as determining if students are high
risk. If so, staff may recommend appropriate
support services such as tutoring, educational
planning workshops, and personal development
courses. Students who do not participate in the
SOAR assessment process must still receive
counseling as part of matriculation.

Other programs, such as CalWORKs and Re-Entry
provide additional services, such as childcare,
transportation assistance. Success Seminars and
job placement services. In the past year, 6600
students were served by these two programs on a
case-by-case basis, with about 430 enrolled in
the two programs on a continuous basis. The
number of students involved in the CalWORKs
program increased by 56% last year, while the
Re-Entry program grew by over 1000%.

CalWORKs students meet with counselors at
least once per semester and Re-Entry students
must meet annually.

The EOPS/CARE Program had over 900
students enroll in 1999. This program is a state
funded program that serves educationally
and financially disadvantaged students.
EOPS/CARE provides qualified students with
support services, review of the student’s
progress on a regular basis, and makes
recommendations as needed.

Through a Student Success Grant, GWC has
instituted and expanded a student retention
program “Operation Call Back”. Early in the
semester, participating faculty members identify
and contact potential drop-out students in an
attempt to retain them in class. The focus is on
early drops (1-4 weeks) although students are
monitored through the fourteenth week of the
semester. About 120 faculty have received
training for this program and 40-50 are active
in any given semester. The faculty members
monitor approximately 1800 students annually.
Increased retention of the students contacted
through this program helps maintain participation
in GWC Student Services Programs.

Once students are enrolled, the College provides
follow-up programs. A strong example is the,
academic probation contract. This program,
which has been instituted since the last
accreditation study, requires that a disqualified
student meets with a counselor prior to
readmission. For the spring semester 1999, 2400
students were on probationary or disqualified
status. Of the disqualified students,
approximately 200 students were readmitted
after counseling.

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Planning Agenda

1. Add Cal WORKS and Re-Entry listings to
the Handbook for Success and other
publications as appropriate.

2. Strengthen the tie between the instructional
unit, planning and budgeting, and student
services.

3. Develop and maintain a database to track
the success of disqualified students after
readmission.

4. Refine the Operation Call Back program to
increase efficiency and attract more faculty
participation to help insure student success.

5A: The institution involves students, as

appropriate, in planning and evaluating
student support and development services.

Descriptive Summary

Golden West College’s administration is keenly
aware of the value of the input from Golden
West students. The Associated Students of
Golden West College (ASGWC) currently
appoints representatives to various committees
that are responsible for the planning, evaluating,
and development of student services (ASGWC
Standing Rules, Education Code, Board Policy).
There are student representative positions on the
Campus Planning and Budget Committee, the
Bookstore Advisory Committee, the Student
Services Planning Team, the President’s
Administrative Council, the President’s Cabinet,
and the Matriculation Advisory Committee.
These committees utilize shared governance for
all constituents to voice concerns in regards to
current and future services.

(see Personnel Compendium)

Huntington Beach

Two students were included on the committee
established by the College to reorganize the
management structure. Recently, a student
representative participated on the search
committee for the Vice President of Student
Services.

Student input is regularly received through
satisfaction surveys and dialogue with the Dean
of Counseling, the Administrative Dean of
Student Support Services, the Dean of Special
Student Services, the Vice President of Student
Services, as well as open door conversations
with the College President.

Annually, a student trustee is appointed to the
Coast Community College District Board of
Trustees. The student is a strong advocate and is
able to articulate student concerns about District
policies, regulations, and program development
and review.

Self Evaluation

In a recent faculty/staff/administrator accreditation
self-study survey distributed in Fall 1999, 53%
of campus employees responded that they felt
students are sufficiently involved in the planning
and evaluating of Student Support Services,
15% were in disagreement, and 32% were
neutral about student involvement.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey)

During the Fall 1999 student accreditation
self-study survey, 29% of students agreed that
they are asked for their ideas when important
decisions are made on campus, while 26%
disagreed and 45% remained neutral. It is of
concern that students do not feel that they are
permitted to participate when decisions are made
regarding student services. However, while
conforming to state and federal guidelines, the
college seeks student input and involvement
whenever possible on appropriate decision-making.
(see Fall 1999 Accreditation Self-Study Student Survey)

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Planning Agenda

Huntington Beach

Develop means for individual students to better
voice their issues in regards to the planning
and evaluating of student support services by
creating a survey/comment sheet for each
student support service area that can be used on
a daily basis.

5.5: Admissions and assessment instruments

and placement practices are designed to
minimize test and other bias and are regularly
evaluated to assure effectiveness.

Descriptive Summary

Golden West College requires all students pursuing
a degree or certificate to be assessed in the areas
of English and mathematics. Assessment in
English, mathematics, reading, and study skills
is recommended for all students and required for
new students prior to enrollment. Assessrhent
may also be used to meet prerequisites for
certain courses. To complete the assessment
process, students take placement tests in English
and mathematics. The results of these tests are
then used to assist the student in making
appropriate course selections. A schedule for the
testing sessions is available in the Admissions
Office, Assessment Center, and the Assessment
Center’s web site.

Students may waive the English and math
placement test by presenting evidence of
appropriate course work, equivalent placement
results from another accredited college/university
or English and Math Advance Placement Test
scores from the College Board. Equivalent
placement results from another accredited
college/university must be within two years from
the time tested. Advance Placement Testing
scores are accepted if the student has a

qualifying score. SAT and ACT scores are not
accepted at the community college level for
placement purposes. Some college courses and
programs have developed procedures for
identification of students who may enroll in
accordance with state guidelines.

The Research Office conducts validation/cut
scores/disproportionate impact studies regularly
in accordance with matriculation regulations.

In addition, the Research Office is responsible
for conducting evaluation of placement scores
on an on-going basis. Data compiled from a
yearly survey is used for Assessment Center
review. The placement tests used at Golden
West are approved by the California Community
College State Chancellor’s Office. The instruments
currently in use as part of the Matriculation
process are the Assessment and Placement
Services (APS) test for reading and writing; the
ACT Compass computerized English test; the
UC-CSU Mathematics Diagnostic testing
Project (MDTP) for mathematics; and the
Combined English Language Skills Assessment
(CELSA) for ESL and hearing impaired
placement. Validated multiple measures such
as high school GPA, total years of education,
and total numbers of years out of school are also
used to determine placement.

Self Evaluation

The Golden West College Assessment Center’s
placement practices comply with Title 5
Matriculation requirements. The Center provides
a comprehensive and systematic assessment
program to identify student skills, needs,
educational histories, interests, and goals. In
addition, the Center gathers and analyses data
necessary to evaluate the effectiveness of the
assessment and placement process and continues
to facilitate improvement of these processes.

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The Assessment Center, in conjunction with
Disabled Students Programs and Services (DSPS),
provides a systematic program to accommodate
the testing needs of disabled students.

Standardized testing procedures established by the
test publisher are adhered to for administration of
all placement tests.

A prerequisite/corequisite challenge process is in
place for all students. The English, Math, and
ESL Department Assessment Coordinators are
on call to handle challenges in accordance with
Title 5 Regulations.

The Assessment Center Student Satisfaction
Survey shows that students are satisfied with the
convenience of testing hours, the attitude of
staff, the time between receiving results and
registering courses, and the overall assessment
process.

(see Appendix B)

Vocational testing and testing for special interest
groups, such as. Financial Aid (Ability To
Benefit) and DSPS, are offered as needed.

A wide range of information is gathered in the
Assessment Center to support planning, budget,
and program evaluation functions. The Center
assists in the collection of data as part of pilot
studies to investigate the appropriateness of
instruments under consideration for adoption.
Data collected for pilot studies is also collected
from the classroom. The Institutional Research
Office collects and reviews all data.

The Assessment Center works closely with area
high schools to provide information regarding
assessment services and requirements. The
Center administers placement tests at the local
area high schools in cooperation with Orange
Coast College (OCC) as part of the Student
Orientation Assessment Registration (SOAR)
program. The SOAR program is administered
every spring in conjunction with OCC in order to
provide high school students early admissions,
assessment, and registration for the fall semester.

Planning Agenda

Complete the pilot program and fully implement
computerized placement testing.

5.6: The institution provides appropriate,

comprehensive, reliable, and accessible
services to its students regardless of service
location or delivery method.

Descriptive Summary

Golden West College offers an extensive and
comprehensive student services program, which
includes Admissions and Records, Assessment
Center, Counseling, Financial Aid, Extended
Opportunity Programs and Services (EOPS),
Disabled Students Programs and Services
(DSPS), Transfer Center, Job Placement,
Student Health Services, Re-Entry/CalWORKs
Center, Career Center, Tutorial and Learning
Center, Intercultural Center, International
Student Program, and the Child Care Center.

Admissions and Records

The Admissions and Records Office provides
admission, registration, graduation evaluation
and transcript services to students. It maintains
all records related to students’ academic history,
demographics, and student directory information,
attendance reporting, enrollment verification
and statistics, graduation, certificates of completion,
grade reporting, course repetition, credit by
examination, and academic renewal. The
Admissions and Records Office conducts
mail-in, walk-through, and late registration for
fall, spring, and summer credit classes.
Intersessions, and Weekend Express classes. The
hours of service are from 8:00 a.m. to 7:00 p.m.,
Monday through Thursday, and 8:00 a.m. to
3:00 p.m. on Friday.

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Self Evaluation

According to the 1999-2000 Accreditation
Self-Study Student Survey, a majority of
students, 60%, felt that admissions, registration,
and records services meet student needs well.
Only 8.3% disagreed, and 32% were neutral or
had no opinion.

(see Fall 1999 Accreditation Self-Study Student Survey)

Planning Agenda

Increase options for completing admissions and
registration via telephone and on-line services.

Assessment Center

The Assessment Center offers testing services
designed to gather information about individual
student’s initial level of academic proficiency.
These services include math skills testing and
language skills assessment (including both
non-native speakers of English and native speakers
of English). Information from these basic skills
test are used to place the students in appropriate
level courses. The assessment results are valid
for two years and students have the opportunity
to appeal the test results. The hours of service
are from 8:00 a.m. to 6:00 p.m., Monday through
Thursday, and 8:00 a.m. to 3:00 p.m. on Friday.

Self Evaluation

The Assessment Center continues to provide a
comprehensive and systematic assessment
program, to evaluate the effectiveness of the
assessment and placement process and to
facilitate continued improvement of these
processes.

Planning Agenda

Investigate new methods of disseminating
assessment information to meet the needs of
students and community and utilize emerging
technologies by creating a web site for the
Assessment Center.

Career Center

A division of Counseling Services, the Career
Center is designed to assist students and the
general public in exploring possible career
choices and is an occupation resource information
center. The many services it has to offer include
EUREKA (a computerized career information
program), a career library of published materials
covering most occupations, resources to assist
in Job searches, vocational testing, career
decision-making, resume writing, interviewing,
and free workshops on a variety of topics.
Visitors to the Center may also receive personalized
career counseling from trained personnel. The
Center is open to students and the public. The
hours are 8:00 a.m. to 7:00 p.m., Monday
through Thursday, and 8:00 a.m. to 3:00 p.m. on
Friday.

Self Evaluation

Although the majority of people utilizing the
career center were satisfied with the services
offered, more could be offered through
advanced technology. Internet access and
CD-ROM programs would offer a wider range of
vocational and career information. The staff has
been found to be courteous and helpful.

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Planning Agenda

1. Provide comprehensive and current career
information materials for access by students
and the general public. In doing so, provide
resources which cover the vast array of
print, media, and Internet materials available
that may be useful to visitors in occupational
searches.

2. Provide Internet access to career and
occupational information for current students
and the general public. Develop an appropriate
Internet access use policy for visitors to the
Center. Monitor Internet use and make
adjustments to policy and/or level of access
as needed.

Child Care Center

The purpose of the Child Care Center is to assist
student parents enrolled in Golden West College
with their child care needs. Students need
quality, affordable child care in order to be able
to concentrate on attaining their academic goals.
The Child Care Center services are derived from
its philosophy:

With the opening of the new Infant/Toddler
Center, Golden West College is now able to
serve students with children from the ages of 6
months through 2 years of age. Children may
enter the Child Care Center at the age of 2 years
and remain until the age of 5 years. Both of the
centers have been strongly supported by the
Associated Students of Golden West College,
are licensed by the California Department of
Social Services, and comply with Title 22. The
hours of service for the centers are from 7:45
a.m. to 5:00 p.m., Monday through Friday.

Self Evaluation

Parent feedback to staff confirms student
appreciation for the quality of services offered.
Fees were increased ten percent (10%) this
semester (August 1999) to keep the Child Care
Center competitive with outside providers. With
the addition of the new Infant/Toddler Center
(August 16, 1999), services can now be provided
for infants and toddlers.

Planning Agenda

1 . The Center provides an atmosphere
conducive to the social, physical,
intellectual, and emotional aspects of
each child’s potential.

2. The Center challenges children to achieve
their full potential in an environment that
fosters learning experiences.

3. The Center develops self-confidence and
happiness through play and creative activities
that are stimulating and exciting.

4. The Center is committed to open
enrollment to children of student parents
without regard to sex, race, religion, ethnic
background, or physical handicap.

Increase student and community awareness of
the facilities offered to them for the care and
nurturing of infants and young children from
ages of six months through five years of age.

Counseling Services

Counseling services assist students in reaching
their goals by providing academic, career, and
personal counseling as it relates to their academic
progress at Golden West College. Students are
provided assistance in course selection, academic
planning, transfer information to other colleges,
and career or vocational training. Counseling

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services also include orientations, workshops
and seminars. Specialized counseling and other
resources are available through the Career
Center, Re-Entry Center, Transfer Center, and
EOPS. Counseling also provides significant
support to the CalWORKs program, articulation,
and College outreach efforts. The hours of
service are from 8:00 a.m. to 7:00 p.m., Monday
through Thursday, 8:00 a.m. to 3:00 p.m. on
Friday, and 9:00 a.m. to 1:00 on most Saturdays
during the semester.

Self Evaluation

A Spring 1999 survey measuring student
satisfaction with matriculation services indicated
that student satisfaction with counseling services
showed an 8% gain when compared with a
similar survey taken in 1996. A recent
Accreditation Self-Study Student Survey asked
students whether the College provided accurate
advice to students. Out of a total of 1,206
students, 45% agreed, 12% disagreed, and 43%
had no opinion.

(see Fall 1999 Accreditation Self-Study Student Survey)

Planning Agenda

1 . Continue to work to increase student
awareness of the benefits of using
counseling services to assist them

with reaching their educational/career goals.

2. Maintain student-counselor relations
so students feel comfortable using all
counseling services.

3. Develop support from all sectors of
the College to hire additional full-time
counseling faculty to maintain and
enhance services for students.

Disabled Student Services

Golden West offers students with a disability a
variety of support services to ensure equal
educational opportunities. If students have a
verified physical, visual, speech, hearing,
psychological, or learning disability, they may
request assistance from the Office of DSPS. The
services available include registration assistance.
Sign Language Interpreters, special materials
and equipment (i.e., tape recorders, enlarged
print, taped text, and computers), academic and
vocational counseling, note taking, readers,
tutoring, test proctoring, special classes for the
deaf. Adaptive Physical Education Courses, and
or other specialized services for specified
students. The hours of service are from 8:00
a.m. to 5:00 p.m., Monday through Thursday,
and 8:00 a.m. until 3:00 p.m. on Friday.

Self Evaluation

According to the 1999-2000 Accreditation
Self-Study Student Survey, a majority of the
students, 58%, felt that GWC meets the needs of
its disabled students. Only 8% disagreed, and
34% were neutral.

Planning Agenda

To make disabled students aware of the full
range of supportive services to help compensate
for any physical limitations so they may achieve
their highest potential.

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Huntington Beach

Extended Opportunity Programs Financial Aid

and Services

The Extended Opportunity Programs and
Services (HOPS) is a state funded program
that serves educationally and financially
disadvantaged students. This special program is
designed to provide services that assist students
who have the potential to succeed in college, but
may be deterred by various obstacles. HOPS
provides qualified students the following
program services: counseling, peer advisement,
financial assistance, emergency loans, summer
readiness programs, tutoring, transfer assistance,
priority registration, and CARE (Cooperative
Agencies Resources for Education) services.
Bilingual counseling is available in Vietnamese.
The hours of service are from 8:00 a.m. to 7:00
p.m., Monday through Thursday and 8:00 a.m. to
3:00 p.m. on Friday.

Self Evaluation

The staff is trained to make appropriate referrals
and encourages students to take advantage of the
services offered by the program. With the
emerging population of single parents and the
development of the CalWORKs Program, the
CARE Program is adjusting its services to meet
students needs.

Planning Agenda

To make students aware of the opportunities
available to them through outreach programs and
other forms of publicity, as well as through
information provided to them when they arrive
at the college campus.

The Financial Aid program provides several
different types of financial aid to eligible
students. This office processes applications and
monitors an array of federal, state and local
financial aid programs assistance including
scholarships, grants, loans, and part-time
employment. Other services are orientation on
student loans and bilingual services in
Vietnamese and Spanish. The hours of service
are from 8:00 a.m. to 7:00 p.m., Monday
through Thursday, and 8:00 a.m. to 3:00 p.m. on
Friday.

Self Evaluation

According to the 1999-2000 Accreditation
Self-Study Student Survey, 45% of the students
felt that the College provides reliable information
concerning financial aid and other special
student services. Only 20% disagreed, and 35%
had no opinion.

Planning Agenda

Insure that all students are made aware of the
opportunities available to them through the
Financial Aid Office.

Health Services

Golden West College offers health services for
all currently enrolled students who are attending
classes. The Health Center is designed to provide
service for short-term, episodic illness with a
focus on prevention. Members of the mental
health team assist students in identifying
problems and solutions and follow a brief crisis
intervention model. A registered nurse is on
duty Monday through Friday to provide emergency
treatment, health counseling, and referrals to

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Other appropriate health services. A physician
and psychologist are available by appointment.
After consultation with a registered nurse,
services may include emergency treatment and
first aid, treatment of illness, immunization,
family planning, mental health consultation,
accident insurance, medical lab work, health
counseling and education, and referrals to
community resources. The hours of service are
from 8:30 a.m. to 6:00 p.m., Monday through
Thursday, and 8:30 a.m. to 12:30 p.m. on Friday.

Self Evaluation

According to the 1999-2000 Accreditation
Self-Study Student Survey, 36% of the students
agreed that the services received at the Health
Center are satisfactory. Only 11% disagreed,
and 53% were neutral. The students who were
neutral reflect the fact that they had never used
the Health Center.

Planning Agenda

To increase outreach to the students, to
encourage the utilization of the Health Services,
and to encourage them to stay in school.

Intercultural Center

Self Evaluation

According to the 1 999-2000 Accreditation
Self-Study Student Survey, 41% agreed that as a
non-native speaker of English, the college
provided them with appropriate support
services. Only 9% disagreed, and 50% had no
opinion.

Planning A genda

To make students aware of the services offered
to them and to increase their understanding of
English if needed.

International Student Program

The International Student Program (ISP) is active
in the recruitment of international students and the
supports the growing diversity of Golden West
College. The College administration believes that
a multicultural campus will create a positive
environment for learning. The International
Student Program started in August 1999 with 50
students from all over the world. The program
now has 113 students and the goal is to have 300
to 400 students in the program. The hours of
service are from 8:00 a.m. to 7:00 p.m., Monday
through Thursday, and 8:00 a.m. to 3:00 p.m. on
Friday.

The Intercultural Center is an active education
and service center for students, potential
students, and members of the surrounding
communities. The Center provides information
on study abroad programs, intercultural events,
and support services for ethnic groups on
campus and in the community. The Center is the
host for KinderCaminata, an annual Golden
West College event when 1500 kindergartners
visit the college for a day. The hours of service
are from 8:00 a.m. to 5:00 p.m., Monday through
Thursday, and 8:00 a.m. to 3:00 p.m. on Friday

Self Evaluation

Since the program is brand new as of August
1999 and the coordinator has just started in her
position, it is too early to evaluate the program.

Planning Agenda

Promote the academic and personal growth and
development of the international students.

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CalWORKs/Re-Entrv Services

The Job Placement Center assists students and
graduates in obtaining part-time, full-time, and
career employment. Once students apply for job
placement assistance, they are interviewed to
determine their skills and interests, as well as
educational and vocational objectives. Interview
results are used to direct the students to prospective
jobs. Employers in the community are encouraged
to use the Job Placement Center as a resource to
fill their work-force needs. Additional services
are preparing for the job search and interview
and resource libraries with updated employer
and labor market information. The hours of
service are from 8:00 a.m. to 5:00 p.m. on
Monday through Thursday and 8:00 a.m. to
3:00 p.m. on Friday.

Self-Evaluation

Students have been surveyed about the service
they have received from the Job Placement
Center. Students have been very positive in their
responses, and they feel that they received very
good service. When a student is looking for a
job, proper qualifications are required, along
with a school schedule coordinated with the job
hours so they do not have to drop classes.
Students are grateful to get assistance to find a
job after they graduate with their AA Degree or
Vocational Certificate.

Planning Agenda

To make students aware of the services provided
by the Center and to help them in job placement.

CalWORKs/Re-Entry Center offers two separate
specialized programs. The Re-Entry Program
assists students who returning to school after a
lengthy absence and provides the assistance to
ensure their smooth transition back to the
college environment. The services included are
for single parents, displaced homemakers, and
for those who are receiving TANF/AFDC
benefits (Temporary Assistance to Needy
Families/Aid to Families with Dependent
Children). CalWORKs offers the students on
public assistance a chance to obtain or improve
marketable skills which may be used to upgrade
their employment opportunities. The support
services are counseling, financial assistance, and
daycare. The hours of service are from 9:00 a.m.
to 7:00 p.m. Monday through Thursday. The
center is closed on Friday.

Self Evaluation

According to the 1999-2000 Accreditation
Self-Study-Student Survey, a majority of
students, 54%, agreed that the Re-Entry
Program meets student needs. Only 7% dis-
agreed, and 30% were neutral.

Planning Agenda

To make students aware of the services available
to them in the CalWORKs/ Re-Entry Program.

Transfer Center

The Golden West College Transfer Center is
dedicated to helping students prepare for
transfer to four-year colleges and universities.
The Center provides the following services:
individual appointments with GWC Counselors

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and university representatives; walk-in assistance
by knowledgeable staff; college mini-fairs;
university transfer days; tours of various CSU,
UC, and private colleges/universities; student
workshops; a complete library of college and
university catalogs both printed and on the
“College Source-CD-ROM Program”; articulation
agreements with CSU and UC available on the
“ASSIST Program”; a selection of reference
books matching students to majors and
institutions; CSU/UC applications; testing
information (e.g. CBEST, SAT, ACT, etc.); and
scholarship and grant information. Hours are
8:00 a.m. to 7:00 p.m. Monday through
Thursday, and 8:00 a.m. to 3:00 p.m. on Friday.

Self Evaluation

Despite the retirement of its long-time Transfer
Center Director/Articulation Officer in spring
1999, the Center continues to provide outstanding
services to help GWC students successfully
transfer to four- year colleges and universities. It
continues to receive positive feedback from
students, faculty, and staff regarding the services
provided. The GWC Transfer Center Staff
(exclusive of the counselors) were responsible
for 6,687 student service contacts during the
1998-99 school year. A new Transfer Center
brochure was completed to help market our
services. The Transfer Planning Guide will be
completed by the middle of spring 2000.
Working closely with the division dean, transfer
center personnel participated in the successful
application and administration of the Orange
County Transfer Consortium (OCTC) grant now
in its second year.

Planning A genda

1. Replacing the full-time transfer
Counselor/ Articulation Officer
continues to be a top priority.

2. Publication of the new Transfer Planning
Guide this spring will provide additional
assistance to students. With the continued
funding of PFE (Partnership for Excellence),
the guide will be updated every academic
year.

3. Another priority is restoration of Internet
access in the Transfer/Career Center area so
students can access the expanding
CSU/UC/Private & Articulation (ASSIST)
transfer information available on the web.

T\itorial and Learning Center

The Tutorial and Learning Center assists
students who are experiencing academic
difficulty at Golden West College. The staff will
recommend learning resources such as videos,
workshops, and seminars, that will help the
students succeed in classes. The Center is very
active in facilitating study groups and individual
tutoring. Also through the center, the Tutoring
Service Club coordinates “Bafd Bafa,” a
simulation game that heightens cultural sensitivity.
The Tutorial and Learning Center is located on
the first floor of the library building, and is open
Monday through Thursday from 9:00 a.m. to
9:00 p.m. and Friday from 9:00 a.m. to 2:00 p.m.

Self Evaluation

Although no statistics are recorded for the
Tutorial and Learning Center, the staff is very
active during the day evening hours. The Center
expanded its hours of operation to 9:00 p.m. to
accommodate the growing number of study
groups and individual tutoring sessions. The
students feel very positive about their
experiences at the center and appreciate that
almost all of the services are free.

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Planning Agenda

1. Increase the technological resources for
student study aid by adding to the
resource library.

2. Increase facility space. During afternoon
and early evening peak hours, the Center
is crowded,

5. 7; The institution, in keeping with its mission,
creates and maintains a campus clunate which
serves its diverse student population.

Descriptive Summary

Golden West College, in keeping with its
mission, creates and maintains a campus climate
which serves its diverse student population.
Golden West College actively seeks diversity in
its student body through a comprehensive
recruitment program. A counselor is assigned to
perform outreach to local feeder high schools.
The EOPS/CARE Program has a full time
outreach specialist and a staff that recruits
throughout the community.

During the school year, the College hosts special
events to promote the campus. We offer events
designed to benefit own student population, an
example is transfer day. Some of the events
target our minority students, such as the
Chicano/Latino Conference. Other programs are
designed to attract local high school students,
kindergartners, as well as other special groups.

Golden West continues to attract more
International Students. When new students
arrive, they enter the International Students
Program, which assists them through the
matriculation process. A second service known as
the Intercultural Center is designed to help
acclimatize the students to the campus and
community.

Golden West College is committed to the district
Affirmative Action Policy and has shown
vigorous staff diversity/affirmative action efforts
and assures equal opportunity for all employees
and applicants for employment. This commitment
reflects the view that a diverse staff will
positively affect campus climate for the
college’s diverse student population.

The College provides many programs, clubs, and
special events to serve its diverse student
population. Examples of these include the ILSA
(Independent Latino Student Association),
Vietnamese Students Association, Black Students
Union, and many others. Golden West College
participates in the CalWORKs and Re-Entry
Programs to serve qualified students. The recently
opened Infant Care facility will greatly aid
working mothers of infants and toddlers.

Self Evaluation

Golden West College has a multicultural staff
with bilingual employees in many areas. The
prominent languages used on the campus are
English, Spanish, and Vietnamese. The College
conducted a self-study student survey in Fall
1999. Of the students surveyed, 61% agreed that
they were satisfied with the diversity, the gender
make-up and ethnic backgrounds of the instructors,
classified staff, and administrators of GWC.
30% were neutral and 9% were not satisfied.

(see Accreditation Self-Study Student Survey)

When asked if students from diverse cultural
backgrounds were respectfully treated at the
college, 68.8% of the students polled agreed
they were, 5.4% disagreed, and 27.8 % were
neutral. During the school year many
observances honor our student diversities,
giving all students on campus the opportunity to
celebrate a culture other than their own; (i.e.
Black History Month, Cinco de Mayo, and The
Tet Festival). These efforts help strengthen the
campus community.

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Sensitivity to individual student needs is stressed
at Golden West College. Directing students to all
appropriate services available to that individual
(i.e. financial aid, HOPS, health services,
tutoring), helps insure student success. The
survey asked if students had been treated
respectfully as an individual. Of those who
responded 63.6% responded that they have been,
5.4% disagreed, and 32% were neutral.

Golden West attempts to insure that all students
are aware of the support services available to
them. We provide information to students in a
non-English format both written and spoken
when ever possible. When polled, 41% the
students that are non-native speakers of English
felt the support services were adequate, 9.4%
disagreed, and 49.6% were neutral.

Planning Agenda

1 Continue to explore diversity issues

that may impact the campus environment.

2 Monitor progress on responding to stud^ts’
cultural needs by conducting an annual campus
climate survey.

5.8: The institution supports a co-curricular

environment that fosters intellectual, ethical,
and personal development for all of its students
and encourages personal and civic responsibility.

Descriptive Summary

Golden West College provides co-curricular
opportunities in student activities (including stu-
dent council, student senate, and student clubs),
student athletics, and cultural events.

The Associated Students of Golden West College
(ASGWC) provides an opportunity for all
students to participate in the shared governance
system. Student Government consists of an

official board of students known as the Student
Council, which is elected to represent all GWC
students. The main function of the Student
Council is to convey campus policies and
procedures to students through use of all
communication avenues available. The officers
of the Student Council are President, Vice
President, Club Consultant, Activities
Commissioner, Finance Commissioner, Student
Advocate, and Public Relations Officer. A
constitution and standing rules are used to
govern the Council. In addition to the Student
Council, there is a Student Senate. The Student
Senate consists of four committees: Club West
Entertainment, Finance, Publicity, and Student
Interest. Both the Council and the Senate are
committed to provide students with support in
their various activities to improve and enhance
their educational experience.

All student government members are
encouraged to serve on District committees,
campus committees, and clubs. Some of the
active clubs include Alpha Gamma Sigma,
California Nursing Student Association,
Cosmetology Club, Independent Latino Student
Association, Studies of Old and New
Testament, Vietnamese Student Association,
and International Club.

The College provides a wide range of intercollegiate
sports for both men and women, with
approximately 400 students annually participating
in athletics. Men’s sports include volleyball,
water polo, swimming, football, cross-country,
soccer, wrestling, basketball, golf, baseball, and
track. Women’s sports include volleyball,
cross-country, water polo, softball, swimming,
and track. The College is a member of the
Orange Empire Conference, South Coast
Conference, and Mission Conference, and it
competes in the system of the California
Community College athletics under the direction
of the Commission on Athletics.

Other co-curricular activities that are available
to students are lecture series and fine art events,
such as, theater, dance, music concerts, and art
exhibits.

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Self Evaluation

The College supports the student government
with a full-time Director of Student Activities.
The director works with the Administrative Dean
of Student Support Services to establish annual
program goals and objectives for student activities
and with student government to establish annual
goals and objectives for the Associated Students.

Over the past six years a major goal has been
to increase student participation in student
government. Student enrollment, as well as
faculty retirements, has impacted the fluctuation
of student numbers in student government,
including student clubs. The College had 34
faculty retire Spring 1999, many of whom were
advisors for student clubs. The Director of
Student Activities is actively pursing the 15 new
faculty members for club advisors.

Student government begins actively recruiting
students for government and clubs during the
first month of the school year. Student

officers speak at leadership-related classes, as
well as assist in the information booth during
the first week of each fall and spring semester.
Applications for student government and club
positions are available in the Student Center.
Student government and clubs are widely
publicized on campus through the college
newspaper and on posters. In the spring

semester, the recruitment of high school
students continues at College Preview Day. The
Associated Students endowed a high school
scholarship last year that will be a recruitment
tool for student leaders from 10 local high
schools.

During the regular elections in the spring semester,
the number of students voting has fluctuated
with our student population. In order to
maintain the integrity of the election and the
governance process, candidates must receive
10% of the student population to be elected.

In Fall 1999, a Student Center Renovation Task
Force was established. This committee represents
faculty, classified, administration, and students
who will look into the feasibility of renovation
in the Student Center.

The College and the associated students have
demonstrated a commitment to providing a
variety of activities of interest to the general
student population. Associated Students
(ASGWC) coordinates an average of 20 on-site
campus events per semester, which attracts over
1,000 students. Other activities that include
high school students are Chicano/Latino College
Conference, attracting 500-600 high school
students; and College Preview Day, attracting
700-1,000 high school students. The Associated
Student collaborates with other areas of the
campus for Scholarship and Awards
Convocation, Graduation, Vocational Education
Week, and participates in the Child Care Center
activities.

Not only do the Associated Students address
campus activities and needs, it also works for
students’ rights through shared governance by
participation in campus-wide committees. A
student representative sits on each major campus
committee, and student leadership is involved in
all managerial hiring, which included the hiring
of the three new vice presidents.

Staff and faculty surveyed in Fall 1999, generally
perceive that Student Activities/Student
Government is meeting the needs of the campus
community. It seems that the College respects
students’ advice about educational decisions, as
well as values students who participate in the
governance system.

(see Accreditation Self-Study
Faculty/S tqff/Administrator Survey)

The Fine & Performing Arts division showcases
art and musicals throughout the year. The
Golden West College Art Gallery exhibits
community, international, faculty, and student
artworks. In January 1998, the Pacific Coast
Civic Light Opera was presented to the community.

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This organization, an auxiliary of the Golden
West College Foundation, continues to present
professional level musical theater to the students
and community for their education and
enjoyment.

In the 1990’s, Golden West College dominated
California community college sports by producing
35 state championship teams in seven different
sports. The Rustlers have won five state
championships during the 1998-99 school year,
bringing home titles in women’s volleyball,
women’s water polo, men’s volleyball, and
men’s and women’s swimming. The women’s
volleyball team has won six consecutive state
championships, with 10 titles in all, while the
men’s volleyball team has participated in four
state titles. The College has enjoyed tremendous
aquatic success. In water polo, the women’s
team has won back-to-back state titles, and the
men’s team has taken nine of the past 10
championships. The men’s swim team has won
five consecutive state titles and was joined last
spring by the women, who won their first title to
complete a Golden West sweep at the state
championships.

In an effort to continue participation for female
athletes, women’s water polo was added in 1996
and women’s golf will be added in Fall 2000.
Golden West College continues to strive to
provide a well-balanced opportunity for female
participants.

Because of limited college funding over the past
few years, athletic facilities and equipment have
not been updated, which could impact student
interest in the athletic programs.

Planning Agenda

5.9: Student records are maintained

permanently, securely, and confidentially, with
provision for secure backup of all files,
regardless of the form in which those files
are maintained.

Descriptive Summary

Computerized student records dating back to 1988
are maintained and secured off-premise on a
Hewlett Packard mini-computer at the District
Information Services (DIS) building in Costa
Mesa. Physical connection to DIS is by Internet
protocol over the campus network, then routed
through a series of high-speed switches to a
microwave transmitter. The signal is received at
the district site and sent through a reverse order of
switches that route the data to the mini-computer.

Campus network access is by password network
accounts assigned by Technology Support
Services to all staff of each department, whereas
the off-site records are accessed by password
district accounts assigned to bonded staff only.
An access program called Reflections serves as
the campus-wide interface. The data is backed
up nightly to magnetic tape at the district site
and sent to commercial offsite storage the next
morning. A yearly fee is paid for this storage,
with an additional $50 charge for same day
retrieval. There is no additional charge for
second-day retrieval.

There are paper shredders in each department
where unwanted printed records and transcripts
are discarded.

Self Evaluation

1. Increase student participation in student
government and clubs.

2. Continue student participation in the
college governance process.

The single network path to DIS does not offer
the fault tolerance necessary to protect against
physical failure of the devices in series that
make up the connection. This was the case
recently when the district site experienced a rare

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power outage. Without on-campus database
capability, student registration and other
operations requiring access to the data at the
College were temporarily suspended.

The District has always been concerned about
the security and confidentiality of records.
District policy gives database accounts to bonded
staff. With discretion and supervisor’s approval
temporary hourly employees are given limited
access to DSK Information.

General access to the district database is Monday
through Friday from 8 a.m. to 7 p.m. (5 p.m.
Friday). Extended hours and weekend access to
database services are regulated. Weekend
operations in Research, Counseling, Technology
Support Services, and Instruction have limited
access.

Admissions and Records

Reflections allows the printing of record
information to the local network printer queues
whereas transcript printing output is originated
at the district then sent back to dedicated
printers in the Admissions and Records
department at Golden West College. Only
student transcripts from 1962 to 1988 are
permanently maintained on the premises. The
paper transcripts occupy a specially keyed room
dedicated for their storage and security. This
room is well equipped with floor to ceiling filing
racks as well as a Halon fire-extinguishing
system and an alarm. In an adjacent room, a
process is underway using a dedicated,
stand-alone computer system to convert the
paper transcripts to proprietary electronic images
on an optical disk system. The intent is to
eliminate the huge volume of paper transcripts,
but aside from the paper original, there is no
duplication of the electronic image conversions to
serve as backup. Working backwards, transcripts
from 1988 to 1973 have already been Xeroxed,
scanned, and archived.

There is a dedicated, stand-alone computer
system for the purpose of creating student photo
I.D. cards, which is housed in a glass enclosure
in the main registration area and accessible by
the students from the foyer. The I.D. system
holds associated data on the local hard drive,
which includes Social Security numbers
temporarily utilized as student I.D. numbers.
The I.D. cards also function as student Library
cards and for use in the computer labs for
network access. Since it is one of several
computers visible from outside the building, the
data contained therein is also vulnerable to theft.
There is currently no back up of the data on this
system.

Financial Aid/EOPS

Records generated within the department are
data-based using Q&A software and saved to a
shared network drive where it is afforded
network security for department access only.
Boxed paper financial records containing
student information, parental income forms, and
copies of IRS 1040 forms are stored in a
computer and telephone equipment room on the
second floor of the Administration building, and
the College pays an off-site storage facility (Iron
Mountain Record Management Co.) to store the
majority of Financial Aid/EOPS Records.

Assessment

The Assessment Center has a self-contained
computer network, with a dedicated file server
for student testing purposes. The staff transfers
these results to the district database though a
specially prepared interface called CAPP
(Computer Assessment and Plcement Program).

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Library

Descriptive Summary

The Library collects check-out data associated
with each student via the bar code on their I.D.
card. The data is sent to the North Orange
County Community College District Library
System where it is maintained and stored.

Planning A genda

Program review for all student services
programs have been completed on a regular
basis at Golden West College. The last full cycle
of program review in Student Services was
completed in the Fall 1996. (Vacancies in the
College’s top-level management team beginning
in 1996 have just been filled as of Fall 1999.)
Our program review process has been
rescheduled and begun again.

1. A shared web-based system using a
standard image format has been proposed
by the GWC Technology Support Services
for the image archiving whereupon the
optical system would temporarily serve as
backup. The data could eventually be
burned to CD’s for permanent storage.

2. Each of the four sites under the District
(DIS included) can serve as the off-site tape
storage for any other site, thus eliminating
any need for a commercial fee or delay in
retrieval by utilizing the existing wide area
network.

3. A dedicated network server for Admissions
and Records has been proposed by the
GWC Technology Support Services allowing
for better reliability, speed and privacy (file
archives, print queue contents, etc.).

4. The dedicated, stand-alone student photo

I.D. system should be networked and the data
saved to network drives where it can be
afforded network security and archived by
nightly tape backup.

5,10: The institution systematically evaluates

the appropriateness, adequacy, and effectiveness
of its student services and uses the results of the
evaluation as a basis for improvement.

This Student Services Program Review was
scheduled on a six-year cycle, beginning in
1992, and tied to the College’s six-year
accreditation cycle. Years one to four were
scheduled to complete area reviews and years
five and six were scheduled to write the
Accreditation self-study and to host the
Accreditation visit. As part of this process, all
programs under Student Services control were
divided into four groups, each group completing
their program review during their assigned year.

During their assigned year, programs up for
review followed a process consisting of:

1. Data collection in the fall semester
(including student user surveys collected
through March of the spring);

2. Analysis, report, and recommendations
at the program level conducted in
April;

3. A review and final recommendations
presented and discussed at the Student
Services Planning Team (SSPT) level
conducted in May.

During year four (1996), the student services
Mega Visit by the Chancellor’s Office was also
scheduled to occur. Programs such as the
Extended Opportunity Programs and Services
(EOPS), Disabled Students Programs and

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Services (DSPS), Matriculation, and Financial
Aid that were scheduled to be evaluated as part
of the Mega Visit were also included in the
program review cycle for the 1996 year.

The College’s scheduled Accreditation visit for
1998 was postponed to 2000 so we could be
accredited as a district. This change, combined
with funding constraints at the Chancellor’s
Office, resulted in the Matriculation site visit
moving to spring 1997 and the EOPS and DSPS
site visits moving to Fall 1999.

Self Evaluation

In Spring 1999, the College was asked to
complete a written Matriculation Self-Evaluation
Questionnaire in preparation for a potential
site visit to be scheduled in Fall 1999. The
questionnaire was submitted to the matriculation
unit of the Chancellor’s Office. Upon review,
our written report was accepted in lieu of
scheduling an additional site visit. In October
1999, the college’s EOPS program hosted a site
visit team to review its program. Again, this
program received several commendations and
recommendations to help improve it current
operation.

The College’s Student Services programs have
experienced a disruption in their regular program
review process due to changes in our scheduled
accreditation visit, fiscal constraints, and
management vacancies. In 1995, budget
constraints required a collapse of the Vice
President of Instruction and Vice President of
Student Services positions into the position of
Vice President of Instruction and Student
Services. In Spring 1999, it was determined to
once again divide them into two positions and a
new Vice President of Student Services was hired.
Beginning in Fall 1999, the new Vice President of
Student Services restored the program review
process in Student Services. That process was
begun with a review and updating of each student
service programs goals and objectives and the
setting of a program review schedule that will be
completed in spring 2001.

Planning Agenda

Complete the scheduled program review for all
student service areas.

Su pplemental Documents for Standard Five

Class Schedule

College Catalog

College Handbook

Fall 1999 Accreditation Self-Study
Facul ty /S taff/ Admin is trator S urvey

In addition to this process, the College’s
Matriculation Program received a site visit
review in February 1997. The team visiting
Golden West reviewed our program for the first
time since matriculation was implemented in
1988. Their review commended the program in
several areas and gave us several recommendations
to improve our matriculation program. The
College appropriately addressed these
recommendations and a written response was
sent to the Chancellor’s office at the end of

Fall 1999 Accreditation Self-Study
Student Survey

Handbook for Student Success
Personnel Compendium
Transfer Planning Guide

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May 1997.

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Doug Larson

Co-Chair

Robin Matthews
Co- Chair

Marilyn Dorfman

Mary Ruth ‘'Mickey" Jackson

Patrick Milligan

Harvey Reynolds

Roxana Ross

Pat Stingle

Sandra Whiteside

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Standard Six:

Information and Learning Resources

Information and learning resources and
services are sufficient in quality, depth,
diversity, and currentness to support the
institution’s intellectual and cultural activities
and programs in whatever format and
wherever they are offered. The institution
provides training so that information and
learning resources may be used effectively
and efficiently.

6. 1: Information and learning resources,

and any equipment needed to access the
holding of libraries, media centers, computer
centers, databases and other repositories, are
sufficient to support the courses, programs, and
degrees wherever offered.

Descriptive Summary

Descriptive materials for Standard 6 cover the
College’s Library/Leaming Resources Center,
which includes the Library, the Tutorial
Learning Center, the Student Computer Center,
and the Speech and Writing Center. Each
Learning Center has a separate entrance within
the library building. In Fall 1999, Golden West
College Learning Resources served a student
body of approximately 12,500 enrolled and
approximately 9,500 FTE students and utilized
the services of 189 full-time and 316 adjunct
faculty members.

Description: The Library/Leaming Resources

Center is centrally located on the campus. It is a
two-story, 25,641 square foot building built in
1966. Reference and reserve materials are located
on the main floor, and the circulating collection
is on the second floor. The Library is ADA
(American with Disabilities Act) accessible with
automatic electronic sliding entry doors, ample
access for wheel chairs and an elevator in the
periodical room that accesses the second floor.

Library Collection Statistics: The Library

collection consists of over 86,000 print titles,
342 periodical subscriptions, approximately
3,200 media titles (including video and audio
tapes, digital (DVD) and laser video discs,
CD-ROM multimedia discs, multimedia kits and
slides). Also housed within the Library media
area are Coastline College’s television courses
consisting of about 800 instmctional video and
audiotape media materials.

Library Service Statistics: Special funding

from Partnership for Excellence (PFE) has
allowed the Library to purchase 3,450 new
circulating book titles and 270 new media items
between 1996 and 1998. In 1997-98 the Library
circulated approximately 48,600 books and
10,700 media items. Librarians answered 24,000
reference questions and gave 124 library lectures
to 3,780 students. The Library is open 64 hours
each week: Monday through Thursday 8:00 to
9:00, Friday 8:00 to 3:00 and Saturday 10:00 to
3:00. It is open 36 hours each week during the
winter and summer sessions from 11:00 to 8:00
Monday through Thursday.

The Library

Purpose: The Library actively serves the

informational needs of students, faculty and staff
in more than 300 class sections of 129 courses
offered across the curriculum, including transfer,
career education, and basic skills.

(see GWC Instructional Program Review — Library)

Library seating; There is seating for 565
students within the Library. Study tables and
carrels are located upstairs and downstairs.
Downstairs there is seating for 178 students in
the quiet study, periodicals, reference and media
areas. In addition the library classroom seats 34
and is used by librarians presenting library
lectures or campus classes visiting the Library.

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Library equipment: The library reference room
has fourteen online computer catalog workstations
and two independent electronic database
stations. Both reference desks have online
computers with catalog, electronic databases and
internet access for librarians.

The current library computer equipment reflects
the result of a five-year consortium planning
process that began in 1994. It consists of a
shared and integrated online catalog with peri-
odical databases and uses a World Wide
Web/Netscape interface. Since 1984 the Golden
West College Library has been part of a five-college
consortium called CAL WEST/PALS, which
consists of Golden West, Orange Coast, Cypress,
Fullerton and Coastline Colleges. During the
current academic year (Spring 2000) the consortium
will move from the PALS system to the
Endeavor system, which is expected to provide
enhanced library access functions, capabilities
and services for students, faculty and staff.

The resource sharing provided by the consortium
allows students to access the book collections of
all member libraries — a total of about 250,000
titles. A free, three-day, inter-library loan delivery
service supports student access to the resources
in the consortium. Traditional inter-library loan
service is also available for student and faculty
requests outside the consortium.

The print periodical subscriptions total 342
titles. The EBSCOHost Masterfile database —
with many full text articles — indexes 1,810
periodicals, and the CINAHL (nursing and allied
health) database has citations and abstracts for
950 journals. These new electronic periodical
databases have greatly increased access to new
periodical information beyond the scope of the
print periodical collection. The Library has two
more electronic databases: National Newspaper
Index and the Orange County Register (full text
edition). Librarians are identifying and adding
library home page links to additional Internet
information resources such as the National

Library of Medicine and Medline, the Christian
Science Monitor, and an education database,
ERIC.

The library online catalog allows users to print
information on site by sending a print command
to a laser printer located in the periodical room.
Users may also e-mail research information to
a personal computer off campus or to any
Internet-accessible computer on campus. Since
this service began in September/October
1999, there have been 12,536 searches on
EBSCOMasterfile and 1,264 searches on
CINAHL.

(see EBSCO admin- Database Usage Report — Detail:

Database Level Period: September 1999- October 1999,

http://eadmin. EPNET. com/eadmin/databasell sgRpt.asp)

Students, faculty and staff are able to access the
library databases from home or on campus after
signing up for the service and receiving a password.

Equipment in the periodical room includes two
copy machines and one microform reader/printer
easily accessible to users of the Library’s periodical
collection of 370 titles.

The library classroom was upgraded Fall 1999
to incorporate electronic capabilities and
resources. Librarians, who formerly used an
overhead projector and transparencies, now use
a projector linked to an online computer catalog
with web access and a PowerPoint library
research presentation. This new projector is also
used for scheduled class presentations and for
drop-in library teaching, presentations that
students can attend without prior sign-up. This
semester, drop-in library teaching sessions are
scheduled regularly nine times each week in the
morning, afternoon and evening to orient and
train students to use the new electronic library
technology resources more effectively.

Media materials available for students and
classroom use include video and audio formats,
multimedia kits, and slides. New equipment

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purchased with Partnership for Excellence (PFE)
funds will enable students to view DVD (digital
videodisc) and laser disc materials on video core
stations networked to all television monitors in
the Media Department. In the last three years,
PFE funds have purchased fifteen combination
TVA^ideo players and headphones.

The media area was remodeled during summer
1999 to maximize students’ electronic access to
media materials. There are six video core
stations that can be used simultaneously by as
many as 31 students at once. Wiring and equipment
is being installed so that 22 audio stations can
be used simultaneously. The audio and video
equipment can also be used individually or in
small cluster groups. Two Dukane projectors and
a slide carousel projector are available for
materials in those formats.

The lYitorial Learning Center

The Tutorial Center is open 49 hours each week:
Monday through Thursday 9:00 to 8:00, Friday
9:00 to 2:00. In summer and winter sessions, it is
open 1 6 hours a week: Monday through
Thursday from 10:00 to 2:00.

Equipment and Seating: Equipment in the

Tutoring Center includes four computer stations,
a shared laser printer, a typewriter, and two
video players with headphones. There are 131
donated textbooks available on a variety of
subjects, 13 student success videos, donated
magazines, and student success handout materials.
The center has seating for 30 people at 13 small
group tables. A small conference area can
accommodate a group of as many as eight
people. Five tutorial staff members have their
desks in the Tutorial Center. There is one
full-time classified person, three adjunct faculty
members, and one hourly staff person.

Purpose: The purpose of the Tutorial Learning
Center is to support classroom instruction at
Golden West College by providing free peer
tutorial assistance to students who are experiencing
academic difficulty.

(see GWC Instructional Program Review — Tutorial
Learning Center — 1999)

The Writing and Speech Centers

Purpose: Although the Writing and Speech

Centers have been housed in the same location
and served by most of the same staff members
for several years, their programs and operations
are quite distinct and will be described separately.

Students receive up to 15 hours of free tutorial
assistance per course per semester with a maximum
of two courses per semester. Exceptions can be
made for extremely needy students in EOPS,
CARE, Disabled Students and CalWorks by
means of additional funding from those sources.

Physical Description: The Tutoring Center is

in a 1,360 square foot room on the ground floor
of the library building. Signage near the library
entrance directs students around the comer to the
Tutorial Center entrance. The Tutorial Center
tutors all subjects except math. (Math tutoring is
conducted within the Math Department and will
be discussed under that area.)

Writing Center — Purpose: Opened in the

mid-1970’s at another campus location, the
Writing Center has evolved through the years to
its present location and operation. Originally
designed as a walk-in service for any student
needing assistance on any writing task, help in
the Writing Center now requires enrollment in one
or more of a group of almost twenty mini-courses.

Once enrolled. Writing Center students can
obtain assistance not only to improve their
writing, but also to remediate and develop skills
in a variety of other ways. The most popular

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mini-course, English 097, can be tailored to meet
virtually any student need. Most students
enrolled in this course are taking GWC writing
classes; in the Center, they work with English
faculty and graduate tutors to develop skills in
interpreting assignments from these classes,
generating ideas, organizing papers, and revising
for greater clarity and accuracy. Students can
also enroll in other mini-courses which focus on
specific writing, reading, and language acquisition
development; for example, the Center offers
courses in sentence, paragraph, and essay
development and structure; remedial and analytical
reading; and vocabulary building.

Speech Center — Purpose: The Golden West

College Speech Center was created to enhance
the competency-based curriculum in the Speech
Communications department. During any given
semester, students demonstrate oral skill
competencies in the Speech Center and are
evaluated by Peer Assessors. The goal is to give
individualized feedback on the demonstration
of specific communication behaviors for the
purpose of increasing communication effectiveness.
The actual teaching of the oral communication
skills is done during class time by classroom
instructors, while the demonstration and assessment
of skill proficiency is done in the Speech Center.

Students enrolled in Speech 023 - Intermediate
Pronunciation Skills for Non-Native Speakers of
English; Speech 025 - Speaking and Listening
Skills for Non-Native Speakers of English;
Speech 100 - Interpersonal Communication, and
Speech Communication 108 - Introduction to
Communication are given opportunities to be
assessed in the Speech Center.

The Speech Center has established hours to
facilitate student assessment. The Center is open
Monday through Thursday 9:00 a.m. to 1:00
p.m. and 4:00 p.m. to 7:00 p.m. Additionally the
Center is open on Friday mornings from 9:00
a.m. to noon and on Saturdays from 10:00 a.m.
to noon. While these hours have been established

to accommodate student schedules, it is become
increasingly clear that as we continue to offer
non-traditional class times (Saturday and
Sunday classes and Weekend Express), we must
also increase Speech Center hours and staff.

During Fall 1999, the total number of Peer
Assessment contact hours was 998.75.

Writing and Speech Centers — Physical
Description

As mentioned in the introduction to this subsection,
the Writing and Speech Centers have been sharing
a facility for over a decade. Over the years, this
unlikely marriage between talking and quiet
activities has caused difficulties. However, due
to the spirit of cooperation between the English
and Speech Departments and some creative
planning on the part of staff and faculty, the two
entities have finally arrived at a configuration
which minimizes the conflict. This has involved
moving the Speech operation into two rooms
which had originally been used for study carrels
and storage, and partitioning a general reception
area with moveable dividers to separate the
Writing Center area. The reception desk and
classified supervisor serve both departments, but
several staff desks and personnel are positioned
according to the department served.

Writing Center — Physical Description:
Including the reception area, the main room of
the Writing Center is approximately 180 X 35
feet. In the Writing Center area are two desks
for faculty and tutors, one desk for staff
assistants, 13 study tables, approximately 50
chairs, and a number of filing cabinets and
bookcases which house reference materials,
handouts, and student files. Students entering
this area may work at one of the tables and, if
they wish to see a faculty member or graduate
tutor, take a number and wait to be served.
Waiting time is minimal, usually less than 15
minutes.

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On the other side of the reception area is a
computer lab of about 500 square feet which is
used by students working on papers. In this
room are 17 computers, and 2 others are
positioned in the main room.

Speech Center — Physical Description:

Evaluations and assessment take place in two
rooms, which are well insulated from the rest of
the Center. In these rooms, three tables with
partitions between them are used for these tasks.
At each table, an assessor works with one
or more students to complete the assigned
conversational tasks. This assessment space is
about 400 square feet.

Writing and Speech Center Equipment and
Resources: Equipment and resources for

checking students into the separate centers are
housed in the common reception area. Here is a
desk manned by the Staff Assistant, who serves
both sides of the operation, and a desk manned
by a Speech Assessor. Student usage of the
Writing Center is tracked with “Track It,” a
computerized process requiring each student to
swipe his or her ID card through a scanner both
when entering and exiting the lab, while the
Speech department relies on a time clock system.
Once students are checked in, they begin work in
entirely separate areas.

The most important resource for the Writing
Center and the Speech Center is human.

In the Writing Center, invaluable, one-on-one
help is provided students by the English faculty
members and graduate tutors who are on duty
over thirty hours a week. One faculty member
serves as the faculty coordinator and liaison with
the faculty and staff campus-wide. The Writing
Center is staffed by a full-time classified
employee, as well as faculty for 30 hours each
week, and these faculty work side-by-side with
graduate tutors. In the Spring Semester 2000

four graduate tutors were utilized in the Writing
Center. While these graduate tutors are there to
assist the students, they are also being mentored
by full-time faculty. Faculty are loaded at the
lab rate (.75 LHE) when working in the Center.

Writing Center faculty members have created a
curriculum of .5 to 2 unit self-paced courses
allowing students in each mini-course to study
one topic in depth, such as sentence, paragraph,
or essay structure or vocabulary and reading
skills.

(see Writing Center Course Offerings)

Faculty and tutorial staff are available to evaluate
the comprehension and writing level of each
student and recommend courses, exercises,
assignments, and resources to promote the
development of each student’s reading, writing,
and vocabulary skills. In addition to assisting
students with college assignments, these personnel
are also available to assist the students with other
writing tasks such as completing university
applications. The Writing Center faculty also
offer mini-lectures on specific writing skills
throughout the semester, presentations which are
advertised across campus and are well attended.

Additionally, hundreds of resource materials are
available in the Writing Center, including
numerous reference books and handouts.
English-only and cross-language dictionaries,
handbooks, rhetorical references, and books for
the reading classes are at hand to assist students.
The Writing Center has also developed well over
400 handouts and exercise sheets and brochures
covering virtually every writing and language
acquisition problem a student would ever
encounter.

As mentioned above, the Writing Center
includes a computer lab of 17 Pentium 300mhz
computers, and two additional Pentium computers
are located in the main room of the Writing
Center. A variety of software tools are available
to help students with the writing process, and
reading software will be implemented in the

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near future. As of Spring 1999, the Internet was
available through these computers as an
additional research tool. Thanks to a number of
grants, including one from the Partnership for
Excellence, the Writing Center’s computer
resources are steadily growing.

In both the Fall and Spring semesters, the Speech
Center will serve students in the following
courses:

• Interpersonal Communication-Speech 100
16 sections

• Introduction to Communication-Speech 108
2 sections

• Oral Communication Skills for Second
Language Students-Speech 025 2 sections

• Pronunciation Skills-Speech 020 4 sections

Total Peer Assessor contact hours is approximately
1000 per semester (999.75 contact hours-Fall
1999).

The Student Computer Center

The Student Computer Center was opened in
Spring 1998 with 40 Pentium-200mhz computers
with Office 97, Internet and e-mail access, and a
variety of academic software as requested by
faculty campus-wide. The Center is staffed with
1 permanent half-time classified, 2 part-time
hourly employees, 4 student assistants, and has
30 faculty contact hours per week. The faculty
member with the largest assignment also serves
as the faculty coordinator and liaison with the
faculty and staff campus-wide. On average,
there are 3 staff members available each hour to
assist the students. There is always a minimum
of 2. In Fall 1999, the Center was open 52 hours
each week including evening and Saturday
hours.

Student usage is tracked via the “Track-It,” a
computerized process which scans each student
ID card when the student enters and exits the lab.
Over 600 students enroll each semester. * Each
student is required to read, acknowledge, and
abide by the Coast Community College District

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Guidelines Regarding Student Computer Usage.
The students are also provided a “7 Steps to
Getting Started” document, an e-mail account,

and a floppy diskette to store their e-mail.

(see Coast Community College District
Guidelines Regarding Student Computer Usage)

Each semester, the staff advertise the Center
through a variety of brochures (see Computer
Center brochures) and in the class schedule.
They also offer presentations where faculty can
bring their entire class to the Center to familiarize
them with the lab procedures and how to use the
computers.

(see Computer Center handout)

The primary commitment of the Student
Computer Center is to provide computer access
and support for the instructional programs in an
open lab environment. Students are free to
complete specific classroom assignments,
conduct research, and study academic materials
provided on CD-ROM from the textbook publishers
and/or purchased by the College. In addition, they
may “surf” the Internet and/or read e-mail.

The initial $110,000 used to establish the Center
and purchase the computers was provided by
Block Grant. Additional sources of income have
been pursued such as grants and Partnership for
Excdlence funds.

6,1: Evaluation

The Library

The student and alumni accreditation surveys
indicate moderate (60%) to strong (80%)
approval of library services and resources.

(see GWC 1999-2000 Accreditation
Student and Alumni and Faculty Surveys)

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The faculty survey did not directly address
library resources. A survey done in 1995 for a
librarian’s sabbatical identified faculty concerns
about the lack of current books for student
research and a lack of Saturday open hours. Both
concerns have been alleviated in the last three
years with PFE funds.

{see Ross, Roxana. Electronic Research in the 21st
Century: Hi-tech libraries in the Orange County Area with
implications for community college students and faculty.

GWC.CCCD Sabbatical Report Oct. 10, 1995, page 3.)

According to the alumni survey, 82% of respondents
were completely or somewhat satisfied with
library facilities. Only 10% were dissatisfied. Of
current students surveyed, 61% say the campus
has good places to study while a little over 10%
did not agree. About 53% of students said their
instructors gave assignments requiring the use of
the library. In addition, 57% of students
surveyed considered library resources sufficient
to meet their needs while only 9% did not agree.

The library seating and lighting need to be
improved in response to the survey indication of
lower satisfaction with places to study in the
library. Currently the library’s 565 seats can only
accommodate 4.5% of the enrolled student
population (12,500) at any given time.
Additional seating and tables were requested this
year from PFE funding, but only 50% of the
requested items were approved. The library
budget is primarily used for collection development
and maintenance instead of seating. Lighting in
the Library has also been recognized as a needed
improvement. Again, resources are not sufficient
to address this issue. PFE funds allow the
Library to be open on Saturdays, increasing
service hours by 11%.

Instructional Equipment and Library materials
and Partnership for Excellence funding for new
computer technology and for new books over the
last three years have greatly improved student
access to information resources in the Library in
spite of a static library budget that has actually
lost value as the cost of materials increases
annually. The new computer equipment has

increased some costs while reducing others, and
future library service decisions and budget will
need to address and weigh the costs and value of
different resources.

The Periodicals Department demonstrates this
point. In 1994 the periodical budget allowed for
the purchase of 476 titles. The same budget in
1999 could only buy 342 titles, a decrease of
28%. However, the new electronic resources,
many with full-text articles incorporated into a
database of 1,810 titles, has greatly increased
student access. When the abstracting resources
of the health database with 950 titles are added,
resources increase even more over current
periodical holdings. This is an explosive
increase in current periodical information
immediately accessible to students.

The value of these databases and full-text
resources is also reflected in a time savings
element for students. They can research and
print online as they search, e-mail research to
themselves and even access the Library from
home or elsewhere on campus using the Library’s
web page and catalog. These computer
resources require a higher level of budget and
staffing support to maintain. The librarians want
to incorporate student internet access using
the web-based, online library catalog. As a
supplemental research tool the Internet greatly
increases student access to information and
supports SCANS and information literacy skills.
Internet access also supports classes such as
Library 120 and 125 and other classes that use or
access new technology. Security concerns and
issues rather than technological capabilities are
hindering the extension of internet access to more
areas on campus. This need for more student
access may be met within a year’s time.

The Library budget as a whole has remained
static for over a decade. Librarians have made
decisions to support electronic, reference and
periodical resources at the expense of the
circulating collection. In 1996-97, the Library
documented that 60% of the circulating collection
was over 20 years old and that 60% of faculty

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referred students to other libraries because of
this fact.

(see GWC Library Proposal for Instructional
Equipment Funds 1997-98 Summary)

Three years ago, due to campue-wide budget
reductions, the Media Department’s $5,000
budget for new media materials was eliminated
by the Planning and Budget Committee leaving
only $2,500 in a film rental account.

Based on the size of the student population
served, the current library budget for materials is
insufficient to support the needs of the campus.
According to American Library Association
standards, the collection should be updated by
3% every year. Based on an average cost of $43
for an academic book, a 2 % annual book budget
would need to be $73,100. This is the amount
of funds the library received three years ago in
PFE funding which allowed the purchase of
approximately 2500 new books. The media
collection was also increased, updated and
enhanced during the same time period using PFE
funds.

Partnership for Excellence funds may not be as
stable as a line item library budget. It is essential
that library budgets for electronic resources,
media, books and equipment be significantly
increased by at least $50,000 to $75,000 annually
to support the curriculum.

The Tutorial Learning Center

The Tutorial Learning Center strives to serve
students with the resources it has. The use of
space, services provided, and hours of operation
meet the needs of 50% of students responding to
the accreditation survey. Only 11% indicated it
did not meet their needs, while nearly 40% were
neutral.

The Tutorial Learning Center needs at least
twice as much space. Staff and students are too

close together, and the sound level makes office
and phone work more difficult for staff.

Already equipped with computers with internet
capabilities, the Tutorial Learning Center needs
internet access for its staff and students.
Increased use of technology and the internet
could extend tutoring services, scheduling and
coordination.

The student accreditation survey indicates 58%
of students considered the Internet readily
accessible to them on campus, while 11% were
dissatisfied with the availability of the college’s
Internet services.

(see GWC 1999-2000 Accreditation Student
and Alumni and Faculty Surveys)

The fact that in the Spring and Fall semesters of
1999 the Internet was for the first time made
available to students through the Student
Computer Center may account for this positive
response. However, student access to the Internet
in the Library and the Tutorial Center are not yet
operational, and the addition of these access
locations would increase the degree to which
student resource needs are met. Specifically,
increased access will meet the needs of transfer
students, who will be expected to be able to
use computer, technology and informational
research skills in upper division coursework.

The Writing Center

The Writing Center conducts a college program
review every two years to monitor the program.
The Writing Center is very successful, and statistics
indicate a continual increase in student use. It
has gone from a walk-in service that did not
generate revenue to a service that generates
FTES and enrollment fees. The faculty and staff
of the program are very dedicated to continually
improving its success and increasing contact
hours with the students. They work hard to

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promote the Writing Center and gain support of
the administration, faculty from other disciplines
who could utilize the Center, colleagues from
other institutions with whom materials are
shared, and grant committees.

The Speech Center

The Speech Communication Center was established
and continues with the goal of assessing specific
communication goals to enhance and validate the
learning that occurs in the classroom.
Communication behaviors are identified in course
outlines for 4 different Speech courses: Speech
020, Speech 025, Speech 100, and Speech 108.
Peer Assessors work individually with students or
in groups of three, to allow students to demonstrate
newly learned communication competencies. This
is a unique program that encourages students to
experience the effects of their communication and
receive immediate, direct feedback.

As the Speech Center has evolved over the
years it has continued to service students and to
provide meaningful feedback regarding specific
communication competencies. As the course
offerings grow and expand the Speech
Communication Department is deeply concerned
with maintaining current programs for all students.
They have been aggressive in developing courses
and schedules to appeal to all students, including
offering Weekend Express, Saturday and Sunday
classes, but must also provide adequate support
services for students who attend during these
non-traditional class times. Currently, they have
met these needs with external grant funding
(Student Success Grants). Should these funds no
longer be available, general fund sources would
be sought.

The facility requirements for the Speech Center
are currently adequate. The challenges created
by sharing a fixed space with the Writing Center
have been overcome with diplomacy, tact and
good humor. The staff of both Centers are to be
congratulated for their continuing efforts to

provide the best services for all students.
Separate facilities would allow both programs
to continue and prosper. The Speech
Communication Department would like to
expand and provide videotaping and viewing
services for Public Speaking classes.
Conference room settings should be made
available for students to practice making
presentations using new technology (i.e. Power
Point Presentations).

The Student Computer Center

The faculty and staff of the Student Computer
Center are satisfied with what they have been
able to offer the students to date. While more
and more students are utilizing the Center, they
have not had to turn students away due to lack of
computers. With the steady increase in students
each semester, however, it is likely that they will
have all computers utilized at times and will
need to enforce their two-hour time limit.

Given the daily use of the computers and their
age, replacement of the computers is already
being considered. When the computers are
replaced, it is anticipated that other technical
changes will be made to provide more flexibility
for student access to e-mail, network storage,
and specific software applications.

Planning Agenda — Library:

1 . Work with the campus Planning and Budget
Committee to address the funding needs of
Learning Resources. Ideally a library line
item materials budget increase of $50,000
to $75,000 annually would bring the facility
up to the standards set by the American
Library Association.

2. Strong consideration should be given to
increased funding, particularly for electronic
resources including full-text databases for
periodical and reference materials as well
as increased funding for computer support
systems and circulating books.

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3. The $5,000 annual budget for media
materials should be reinstated.

4. Work with the campus Technical Support
Services to establish student access to
internet resources using the online library
catalog.

5. Work with campus administration to
increase the number of study carrels,
tables, and chairs to provide more student
seating.

6. Improve and increase library lighting.

7. Work with the campus Planning and
Budget Committee to incorporate
Saturday library hours into the permanent
line item budget.

Planning Agenda — ^llitorial Learning Center:

1. Work with the campus Planning and Budget
Committee and campus administration to
identify ways to increase space available for
tutoring students. Ideally, a physical space
double the size would significantly alleviate
the existing crowded conditions.

2. Work with campus Technical Support
Services to provide Internet access on
student computers in order to increase
tutoring services and effectiveness especially
in relation to tutor scheduling and coordination
and class support for campus computer
classes.

Planning Agenda — The Writing Center:

1 . Continue to expand hours and depth of service.

2. Work with the newly hired reading instructor
to implement a reading program.

3. Work to acquire more space for the Writing
Center due to its rapidly evolving program,
especially necessary once the reading
program gets underway.

Planning Agenda — The Speech Center:

1. Work to obtain a separate facility for the
Speech Center. While we have achieved a
good working relationship with the English
Department, the shared space of the
Writing/Speech Center is not without its
problems. A separate facility adjacent to the
Speech classrooms would be ideal for
student access and convenience.

2. Obtain a system for computerized
attendance, which will cut down on the
hours needed to document student contact
hours in the lab. A system similar to the
one used in the Writing Center or the
Tutoring Center would increase efficiency.

3. Acquire studio facilities to allow videotaping
of student presentations. Such facilities
would enable students in the public
speaking classes to utilize the Speech Center.

4. Hire additional Peer Assessors to support
the needs of non-traditional students.

Planning Agenda — The Student Computer

Center:

1. Determine computer needs based on
future technology, software provided with
textbooks, student and college needs, and
funding.

2. Review and redesign physical layout of
the Center, including possible expansion,
to increase the number of computers
available to the students.

3. Secure funding, purchase computers,
reconfigure network for flexibility, and
install the new server and computers.

4. Continue to acquire computer software to
complement both the writing and reading

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6. 2: Appropriate educational equipment and

materials are selected, acquired, organized and
maintained to help fulfill the institution's
purposes and support the educational program.
Institutional policies and procedures ensure
faculty involvement.

Descriptive Summary:

The Library: The librarians and library support
staff make strong efforts to select, acquire,
organize and maintain equipment and materials
that support the campus curriculum. Librarians
have successfully sought Partnership for
Excellence funding for the last three years,
which has provided new books, new media
materials, new media equipment, and soon new
library chairs. Funds have also been received
from the Golden West College Foundation
for the purchase of media headphones. The
CALWEST/PALS consortium and TTIP
(Telecommunications and Technology
Infrastructure Program) funding provided
seventeen new computer terminals, wiring and
related equipment in the library this year. In
recent years funding for equipment for ADA
(Americans with Disabilities Act) compliance
provided for a library elevator to the second
floor.

Librarians have specific subject areas for book
selection. They contact faculty in their assigned
areas to alert them to new materials and request
input for media and book purchases. A librarian
signs off on all new course outlines presented to
the campus CCI (Council on Curriculum and
Instruction) to indicate whether the Library has
materials that support the new class. A media
librarian works with faculty to research and
identify new media, order preview copies, and
process media requests. Although the media
budget was reduced by $5,000 three years ago,
PFE funding has enabled additional media
materials to be purchased to support campus
needs.

Full-time librarians actively serve on a variety of
campus committees (Academic Senate, Council
on Curriculum and Instruction [CCI], Institute
for Professional Development [IPD], Planning
and Budget, and Honors Program) that keep
them in touch with faculty and curriculum
needs.

(see R, Dudley Boyce Library And Learning
Center Golden West College Library Materials Selection.)

The T\itoriaI Learning Center: The Tutorial
Learning Center contacts faculty throughout the
semester to recommend student tutors.
Approximately 80 tutors assist 800-950 students
each semester in pre-scheduled, hour-long tutoring
appointments. Tutors are paid $7.50 per hour.
The fact that all tutors have pagers with voice
mail has significantly reduced turn-around time
for appointment scheduling.

Tutors go through a training process that
includes organization, stress management, and
sexual harassment. A tutor’s handbook has
sample tutoring forms and worksheets, and
campus policies. Tutees are given a free weekly
planner and referred to appropriate tutoring
handouts relating to their needs. Tutors have
pagers (60 total) and mailboxes where tutees can
leave messages. Tutees sign a tutoring contract
promising to keep their appointments.

The computer equipment in the Tutoring Center
serves several purposes. One station has five
interactive learning computer discs: Smithsonian’s
American History and Culture, an atlas, an
almanac, and four foreign language reference
dictionaries — German, Italian, Spanish, French.
It also has At Ease, Excel and Graphic Calc.

Two other computer stations have internet
potential, but are not yet connected. These
stations currently support the office administration
classes — Quick Basic, DOS, PaintBrush,
Microsoft Word, Excel, PowerPoint and Access.
When the internet connections are made, there
will be the potential for on-line tutoring and
scheduling.

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The Writing Center: Maintaining an up-to-date
resource library is essential for the Writing
Center. Each year dictionaries, handbooks, and
software are purchased mostly from grant funds.
Resources also include a variety of handouts,
brochures, and flyers advertising the Writing
Center and the services offered. All materials
are well organized, labeled, and available for the
students.

The Speech Center: The faculty of the Speech
department are responsible for making sure that
the resources of the Speech Center are adequate
to meet the needs of students and Student
Assessors.

The Student Computer Center: The Student
Computer Center relies on an advisory committee
to make recommendations on hardware,
software, computer maintenance, and operational
policies as the lab continues to grow. The advisory
committee consists of the Dean of Learning
Resources, the faculty coordinator, a faculty
member who has her students utilize the lab, two
computer technicians, a library technician, and the
Director of Computer Support Services.

Self-Evaluation

will not be a librarian. This will require more
active participation by full-time librarians to
assist the Dean in library-related activities such
as planning and budgeting, professional meetings,
implications for new library technology, library
services and operations. It is essential that
library faculty staffing be maintained or
increased to provide the new dean with this support.

The increased use of computer and electronic
resources requires the staff position for library
computer services be continued, maintained and
given the authority to provide support functions
for the library’s computer resources including
databases, the Library’s web page, Internet access
and related hardware and software services.

The Tutorial Learning Center: The Tutorial
Learning Center needs more money to operate,
especially to pay for additional tutors and
supplies. Highly trained tutors are paid $7.50
per hour — $ 1.20/hour less than a student earns
working as a Student Ambassador. Funding for
technological support such as additional student
tutor pagers and Internet connections for
computers in the Center would greatly enhance
communication and interaction among tutors,
faculty and students. Adding a full-time faculty
member to the tutoring staff would provide
stronger leadership for tutorial services, and
increase FTES counts.

The Library: Full-time librarians have

decreased from nine to five over the last ten
years due to attrition. Part-time librarians have
greatly helped to maintain a high level of service
while full-time library faculty pro-actively
address library needs through grant applications,
coordination of new technology, and regular goal
setting and program review in addition to
coordinating existing library functions and being
actively involved on campus and district committees.

The Dean of Learning Resources, a librarian,
will retire in Summer 2000. Campus fiscal
concerns reflected in the Reorganization Plan
indicate the new Dean of Learning Resources

The Writing and Speech Centers: Faculty and
staff are satisfied with the materials available
based on current offerings.

The Student Computer Center: The faculty
and staff of the Student Computer Center are
satisfied with what they have been able to offer
the students to date. While more and more
students are utilizing the Center, they have not
had to turn students away due to lack of
computers. With the steady increase in students
each semester, however, it is likely that they will
have all computers utilized at times and will
need to enforce their two-hour time limit.

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Planning Agenda

The Writing Center

The Library

1. Continue strong librarian support and
pro-active approach to student, faculty and
campus information needs and aggressive
funding support for library resources and
services.

2. Maintain or increase full-time and adjunct
library faculty hours to meet student and
faculty needs and to provide professional
library subject expertise to the next dean of
learning resources who is not expected to
be a librarian.

3. Work with the campus Technical Support
Services and campus administration to
maintain and continue the library staff
position that provides support for library
computer equipment and services.

1. Update Writing Center reference materials
as the program continues to grow.

2. Acquire materials to provide writing
assistance for students in specific courses,
especially in disciplines other than English.

The Speech Center

1 . Work toward hiring additional peer assessors.

2. Work toward obtaining separate and
expanded facilities.

The Student Computer Center

1. Determine computer needs based on future
technology, software provided with text
books, student and college needs, and funding.

The Tutorial Learning Center

1. Work with campus Planning and Budget
Committee, Partnership for Excellence and
the GWC Foundation to provide funding
for technological innovations and
equipment such as additional pagers and
software programs for tutors and tutees.

2. Work with campus Technical Support
Services to provide Internet access to
students using the Tbtoring Center computers.
Work with campus Planning and Budget
Committee, Partnership for Excellence, the
GWC Foundation, and campus administration
to increase tutor salaries and to increase the
number of tutors.

3. Work with campus administration and the
Academic Senate to reassign or hire a
full-time faculty member to provide
leadership and increase FTES potential in
the Tutoring Center.

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2. Review and redesign physical layout of the
center, including possible expansion, to
increase the number of computers available
to the students.

3. Secure funding, purchase computers,
reconfigure network for flexibility, and
install the new server and computers.

Standard Six, Subsection 3: Information and

Learning resources are readily accessible to
students, faculty and administration.

ERIC

Descriptive Summary

Learning Resources staff use a range of methods
to acquaint faculty, staff and students with
available resources. These include staff members
furnishing onsite information, brochures, and
scheduled tours, as well as access through the
campus web page.

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Although all the five Learning Resource services
described in this report are located in the Dudley
Boyce Library building, entrances to each of
those services are separate and at various sides
of the building. For many students, finding all
these resources takes time and experience. In
1995, a task force began to explore the idea of
creating a centrally located, multipurpose
Learning Resources Center. For well over two
years, a group of representatives from various
campus entities dedicated to student support
services (for example, the Library, Tutoring
Center, and Writing and Speech Center) joined
forces to form the Learning Resources Task
Force and together to seek a way to achieve this
goal. After visiting centralized Learning
Resources Centers at other campuses (such as
American River College), many of the Learning
Resources Center committee members believed
that such a system would be much more accessible
and efficient than our present one. For various
reasons (including the lack of funding and the
difficulty of reallocating space in a way that
would be comfortable for all the entities) this
idea was postponed. This task force will be
reconstituted in Fall 2000.

However, several steps were taken to improve
accessibility in other ways. One of the most
important and centralizing innovations is the
GWC web page, which provides an avenue for
learning about (and in some cases accessing)
various student and faculty services. Other
innovations will be described under each of the
Learning Resources.

Library: The Library is the largest of our

learning resources in size, inventory, staff, and
services to students and faculty. The Library
occupies part of the centrally located, two-story
Dudley Boyce Library building, and the one
general entrance is on the west side, directly
across from the campus book store and the
adjacent Student Center. Library/Learning
Center hours are from 8 a.m. to 9 p.m. Monday
through Thursday, 8 a.m. to 3 p.m. on Friday,
and 10 a.m. to 3 p.m. on Saturday.

This year the Library has added Saturday hours,
increased the number of librarians on duty
in the evening from one to two, and began
offering “drop-in” lecture/orientations to
increase accessibility. These “drop-in” sessions
are offered frequently and at a variety of times
to ensure that every student has access to
information about how to use the Library. A
special feature of the “drop-in” lectures is that
they are limited to thirty students, staffed by at
least two librarians, and thus afford maximum
hands-on opportunity in using the Library
resources.

An important new resource is the bank of new
online Library computers, which enable students
to streamline research time, increase the number
of references at their disposal, and access this
information from home computers.

At the rear of the Library is the Media Center.
Since it has a viewing and listening access
through more than forty stations, media holdings
(described elsewhere) are extremely accessible
to students and the setting is comfortable for
them to use. Additionally, the Center has very
flexible configurations, and closed caption
programs available for disabled students.
Although the Media Center hours are the same
as the Library’s, access to the holdings has
recently been increased for faculty. Checkout
procedures have been streamlined for flexibility
to accommodate teaching needs; a side window
has been installed so that faculty can access the
materials without walking through the Library; a
faculty previewing room is being created; and
staff is on duty by 7:30 a.m. for the convenience
of faculty with early classes.

TYitoring Center: The Tutoring Center is also

located in the Library Building, but can be
entered only at the south side of the building.
Hours are from 9 a.m. to 8 p.m. Monday through
Thursday and 9 a.m. to 2 p.m. Fridays. The
Tutoring Center has no Saturday hours. Tutoring
sessions of one hour each are arranged by

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appointment. Accessibility to this service
depends on faculty cooperation in recommending
potential tutors for their classes.

In addition to building web site access shared by
all these services, the Tutoring Center is now
experimenting with a paging system for tutors.
Tutors are given pagers to use during their tenure
and are, therefore, easily reached to schedule
immediate appointments. Before this system,
students often waited up to ten days before a
tutorial appointment could be arranged; now
they often are scheduled for the day following
initial contact. Group tutoring is another innovation
being used as an experiment in efficiency and
access.

Student Computer Center: A few steps from
the entrance to the Tutoring Center on the
northeast side of the Library Building is the
entrance to the Student Computer Center. This
center was the most tangible result of the
Learning Resources Center Task Force and was
opened in Spring 1998; it has 40 stations and
features Pentium 200 MHz computers with
Microsoft Windows, Microsoft Office, and
Netscape Navigator.

To use these services for a semester, students
enroll in a course which requires an $8.00
materials fee that entitles them to use the
computers and printers to write papers, as well to
access an e-mail account and the Internet. Hours
are from 10 a.m. to 8 p.m. Monday-Thursday, 10
a.m. to 5 p.m. Friday, and 10 am. to 3 p.m. Saturday.

Speech and Writing Centers: On the opposite
side of the Library Building, the north side, is the
Speech and Writing Center. This Center has two
entrances, one on the west and another on the
north side, and the combined services of Speech
and English serve approximately a thousand
students each semester.

Although Speech and Writing may seem by their
nature to be incompatible activities, the physical
organization of the Center makes sharing this
space workable. This Center was recently

rearranged to route the “talking” (Speech) from
the “quiet” (Writing) students and eliminate
distraction. The Writing Center also has one
room set aside for a 19-station Pentium 300
MHz computer lab, and all these units now have
internet capability.

The Speech and Writing Center opens at 9 a.m.
through the week and remains open until 9 p.m.
Monday-Thursday. It closes at noon on Friday,
but now has Saturday hours from 10 a.m. to 1 p.m.
In addition to the support staff, English faculty
members are on duty from 9 a.m. to 1:30 p.m.
and 5 to 8 p.m. Monday through Thursday,
9 a.m. to 12 p.m. Friday, and 10 a.m. to 1 p.m.
Saturday. During these times students have the
opportunity for one-on-one consultation with
faculty on their papers and Writing Center
course work. Because of the heavy student
traffic, the Writing Center has increased
accessibility through a graduate tutoring
program. During the faculty duty hours, an
English major graduate student from one of the
local universities works side-by-side with faculty,
thus doubling the consultation service.

Also, a link to the College web site should be in
operation for the Writing Center before the end
of the 1999-2000 year. It is hoped that this site
will not only furnish information about the
Writing Center program and services, but also
provide “Online Writing Lab” (OWL) services,
whereby students may e-mail papers, complete
various writing exercises, and receive tutorial
feedback at home.

Like the Student Computer Center, the Writing
Center is available to students only through
course enrollment: Students may either take an
individually designed course (English 097) to
support their writing assignments in other classes
or may take a variety of mini-courses dealing
with sentence, paragraph, or essay writing as
well as mini-courses designed to build vocabulary,
enhance reading abilities, or eliminate ESL
problems.

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During the Speech and Writing Center hours, the
Speech Center provides a laboratory to support
various Speech classes and enable students to
practice and refine required communication
skills. The Speech Center also assigns assessors
and lab assistants who are able to interpret for
ESL students and for those who are hearing
impaired.

Beginning in Spring 2000, the services of
this center will be expanded. The English
Department has been awarded grant monies to
add four more computers, all of which will be
designated for a new reading program. Soon, this
center will be the Speech, Reading, and Writing
Center.

63: Self Evaluation

Recent years have brought many changes and
improvements in the Golden West College learning
resources area. The College has adapted fairly
comfortably to the “Information Age” and its
accompanying innovations. Various grants have
enabled several campus entities to acquire some
of the technology for this transition, and these
grants have also provided some of the additional
human resources necessary to make the transition
effective. Obviously, however, the College has
an ongoing gap between the ideal and the available.
Staff members struggle to keep abreast of
technology and use it comfortably, support
service for the rapidly expanding banks of
computers is never adequate, and making
decisions about how to wisely provide student
access to the internet is a constant dilemma.

Although all the support services described in
this standard make good use of available space,
the need for more space is a constant theme
among all these programs. This is a particular
problem for the Tutoring Center, where tables
and chairs are so close together and the subsequent
noise level often so high that some students
claim, “I can’t learn in this setting!” The

Tutoring Center could easily use twice as much
space as it presently has. The Writing and
Speech Centers, thanks to a great deal of space
planning and mutual respect, presently coexist
well. However, the initiation of an effective
reading program into this area will be difficult,
and finding room to add four more computers
presents a particular challenge.

This theme of limited space continues through
the other entities: Grant monies for more
computer stations would likely be available;
however , the Student Computer Center has no
room to house them. The Library badly needs
more group and individual study rooms, as well
as room to increase its computerized research
services. Of course, the Learning Resources
Task Force, mentioned earlier in this report,
arrived at this same conclusion several years
ago; we cannot house an ideal Learning
Resources program in the Dudley Boyce Library
Building without a great deal of compromise
and displacement of existing programs and/or
departments.

Helping the faculty and student body become
aware of these services is another problem. The
Student Computer Center, the newest entity in
this program, is struggling to meet this
challenge. Staff members are now inviting
faculty to schedule class visits for orientation to
the Center and a demonstration of its capabilities.
They are encouraging faculty to create e-mail
and Internet assignments and hoping to link the
center’s web page to the campus web page.
Simple problems in signage and placement in
the class schedule also need to be rectified. For
example, the Student Computer Center is presently
listed on page 80 of this schedule and would like
to be cross-referenced so that students can
access information about these services from
several locations. Since the Student Computer
Center is located at the back comer of the building
and a small sign (obscured by a tree) is the only
identification, many students passing by simply
don’t notice the Center. Staff members would
like the sign to be changed from “Computer

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Center” to the more inviting “Student Computer
Center,” a second sign to be placed around the
comer, and the tree to be trimmed.

Although the Library itself, the Tutoring Center,
and the Speech and Writing Center are more
visible and established, they, too, engage in
constant advertising in order to promote student
use. The new and welLpromoted “drop-in lecture”
system of the Library provides students with a
much better hands-on orientation than class
lectures, and students are reporting great
satisfaction with this program. By making
tutorial access more immediate, the paging
system of the Tutorial Center will bring excellent
word-of-mouth advertising for that facility.
Additionally, staff members are taking the lead
in identifying potential tutors by simply asking
for faculty referrals and following up on these
leads themselves. The Writing Center conducts
dozens of orientation lectures for English classes
every semester, gives each English faculty
member a packet of handouts and referral slips,
and every semester schedules several “free”
workshops on various writing problems. Similar
orientations are conducted for the Speech
Center. In the past, English faculty members
have also visited various division meetings to
promote the services of the Writing Center. In
other words, providing access to student services
involves helping both faculty and students learn
that these services exist.

Despite space problems and the constant
challenge of visibility, these programs are thriving
and making a good transition into the computer
age. They are each striving to balance the human
resources they have long offered with the
technological resources they are acquiring.
Eventually, a well-operated, interconnected web site
will increase accessibility to students. However,
the people who provide these services remain the
essential factor in welcoming and serving
students and helping them become successful at
Golden West College.

6,3: Planning Agenda

1. Continually monitor the relationship
between the year round schedule of courses
and the service hours of various information
and learning resources to determine when
additional service hours should be allocated.

2. Continue pursuing ways of making these
resources visible to students, faculty, and
all other campus personnel.

3. Complete the installation and networking
of computer technology with the aim of
increasing accessibility and efficiency.

4. Reevaluate the feasibility of sharing space,
staff, and service among learning resource
entities.

5. Monitor the budgeting process to assure
that funds for information and learning
resources move from dependence on grants
and other funding sources to being a
permanent, ongoing, and stable financial
commitment of Golden West College.

6,4: The institution has professionally qualified
staff to provide appropriate support to users of
information and learning resources, including
training in the effective application of information
technology to student learning.

Descriptive Summary

Library: The Library/Media Center has five

full-time equivalent (FTE) librarians responsible
for professional library services. Each librarian
is assigned hours at the reference desk and to
one or more special departments, e.g., library
courses, cataloging, acquisition, media, circulation,
periodicals, lecture coordination, and technology.

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One administrator oversees the Library and
Media Center, as well as the other areas under
Learning Resources. There is a total of 49
semester hours assigned to adjunct faculty. The
classified staff consists of a senior secretary, a
library assistant for cataloging, a library assistant
for circulation, another library assistant currently
replaced with a computer technician for support,
a senior clerk for acquisitions, a senior clerk for
periodicals, an intermediate clerk for technical
services, an intermediate clerk for media, and
an intermediate clerk for circulation. Student
assistants are employed to shelve books, to
shelf-read, and to assist with check-out desk
responsibilities. Evening coverage consists of two
reference librarians, one classified (library
assistant), and two to three student assistants.
Saturday coverage consists of one reference
librarian, one classified, and two to three student
assistants.

Student Computer Center: The Student

Computer Center is a new facility and is currently
in a transitional state. At this time the Center has
a lead faculty member working 11 weekly hours
and one full-time classified staff member
responsible for scheduling, assisting students,
and other day-to-day operations. Faculty coverage
in the center is approximately 50% of hours
during which the Center is open. Student assistants
and non-classified, hourly personnel are
employed to assist students in the use of student
computers and to perform daily lab maintenance.

T\itoring Center: The Tutoring Center is

staffed by one full-time classified employee who
coordinates all aspects of the center. Currently
the in-flux nature of the Tutoring Center is
reflected in the staffing: The Center has not been
able to replace a full-time faculty coordinator
position. Currently an adjunct faculty member is
assigned to teach tutoring training courses, and
adjunct faculty are assigned to the Center
approximately 24 hours per week.

Writing Center: The Writing Center is

staffed by a faculty coordinator who receives
three LHE reassigned time per semester. A
full-time classified Staff Assistant oversees and
coordinates the operations of the Writing and
Speech Center and its associated computer lab.
Staffing consists of a total of 30 faculty hours a
week; however, 14 of those hours are funded by
Partnership for Excellence (PFE). Graduate
tutors, also funded by PFE, work the same
hours. An hourly Instructional Associate
oversees the operation of the Center during the
evening hours, and an Instructional Aide is
employed 25 weekly hours, providing clerical
assistance. By means of numerous grant
awards, the Writing Center has been able to
improve and expand its services through
additional staffing of faculty, graduate tutors,
and student assistants.

Speech Center: The Speech Center utilizes

approximately 1,000 Peer Assessor contact
hours per semester.

Self Evaluation

All professional librarian staff (full-time and
adjunct) meet the statewide minimum qualifications.
Professional librarians are actively involved in
statewide and national library organizations
such as the California Library Association,
LRACC (Learning Resources Association of
Community Colleges), and Council of Chief
Librarians. The librarians frequently attend
conferences and participate in division workshops,
which are made available through the campus
staff development program.

In addition to conferences and workshops,
librarians and library staff have received
specific training for some of the new technologies
now in use in the Library. The Library has moved
to a web-based access to an online catalog

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(WEBPALS) and periodical database called
EBSCOhost. A variety of computer training
courses are available to the Library staff through
Staff Development. The Library system is
migrating to Endeavor, which is an online,
integrated library system. The EBSCOhost
Corporation provided training for the periodical
database now available in the Library, and a
four-day training session for the Endeavor
system was provided for selected librarians and
library staff. These individuals will now be
training other staff members. In addition, a
librarian and library assistant attended initial
training for the new system in Chicago prior to
implementation of Endeavor.

The Library staff is currently below minimum
standards. The past several years the Library has
had 5.8 FTE while minimum standards show it
should be 8 FTE. The number of classified staff
aides is also slightly below the minimum. In
view of the fact the campus is hiring only three
new faculty members during 1999/2000, the
number of certificated, professional staff will not
change.

The Tutoring Center was previously staffed with
one full-time faculty coordinator, who now has
another teaching assignment, and has been
replaced with adjunct faculty. It has been very
difficult to fill the 30 hours. Currently fewer
than 30 hours are covered, and when adjunct
faculty are found, they often soon find full-time
positions in other colleges.

The Student Computer Center is a new facility
and is in transition. Currently most of the staff
are temporary, hourly, and are funded by
Partnership for Excellence. Without permanent,
on-going staffing, it is difficult to plan and to
provide consistent service to the students.

The Writing and Speech Centers share staff, and
though cooperation is using staff time has
enabled these combined centers to provide
students with excellent service, both envision a
future in which their facilities and staffs would
be separate.

6.4: Planning Agenda

1. Work with the campus planning process to
hire a full-time faculty member in the
Tutoring Center.

2. Work with the campus planning process to
identify support needs for staffing and
maintenance in the Student Computer Center.

3. Working within the campus planning
process, secure a permanent classified
Instructional Associate position with
computer knowledge and expertise on a
permanent basis.

6.5: The institution provides sufficient and

consistent financial support for the effective
mainte nance, security, and improvement of its
information and learning resources.

Descriptive Summary

Funding for Leaming/Resources is approximately
3.7% of the college general fund budget. This is
well below the Association of College and
Research Libraries (ACRL) standard of a minimum
6% of the College budget. The College funds
Learning Resources and its departments with
money from its general fund. Learning
Resources has a limited budget funded by the
District, which is augmented from sources such
as Instructional Equipment and Library materials,
block grants, the Partnership for Excellence
(PFE), Telecommunications and Technology
Infrastructure Program (TTIP), among others.

In 1997 and 1998, the Library retired more
books than it purchased new. A PFE request for
$20,000 to purchase new books in the 1999 —
2000 fiscal year has received approval. An
additional $21,000 has been allocated for
furniture and equipment upgrades. In 1999,

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$54,397.27 was expended for the purchase of
an integrated library system (Endeavor).
Additional TTIP funds were used to purchase 14
new reference computers. Additional TTIP
money is slated for the transition to the Endeavor
cataloguing system and for addressing Americans
with Disabilities Act (ADA) concerns.

The Learning Resource Student Computer
Center was established in 1997, with Block
Grant funds totaling $146,089. It is staffed with
a full-time classified employee who is funded
50% through the Learning Resources budget,
and half from PFE money. Except for the salary
of this staff member, the Student Computer
Center continues to operate with PFE funds.
This Center has been able to increase its
availability to students, including Saturday and
evening hours, with additional funds from PFE
funds. Software and hardware is maintained by
Technology Support Services.

The Tutoring Center operates on limited College
funding and relies heavily on other funding
sources. In 1999, it received a total of $71,671
from CalWORKs, PFE, Disabled Student
Services (DSS), Associated Students of Golden
West College (ASGWC), and Student Success
grants. This money allowed the Center to offer
additional services through extended evening
hours, summer operation, and to hire additional
tutors.

The Writing Center received funds from sources
other than the College base budget. The Center
was able to increase its staff and hours of operation
with PFE monies ($65,037) and a Student
Success grant ($8,000). Additional money for
research, course development, and workshops
came from a Transfer grant ($5,000) and a
Matriculation grant ($1,000).

Self Evaluation

The budget from the College for Learning
Resources has remained static during the years
1997 through 2000. Meanwhile, equipment and
material prices and salaries have increased. The
combined effect results in less buying power,
and less funds available for student resources.
Although PFE, TTIP, and block grant monies
have helped improve the library collection,
purchase equipment, and improve accessibility
for students, it is difficult to plan for the long
term when funding cannot consistently be counted
on. Efforts to identify and prioritize needs are
time consuming and competitive. There are no
plans currently in place to improve the base
budget for Learning Resources.

Funding for the Student Computer Center is a
continuing concern. Without a fixed budget, it is
nearly impossible to make any long term plans.
Although hours have been extended through
grant money, last minute schedule changes
create confusion. The student use of the Center
has continued to increase, resulting in more wear
on the resources available. Although there is
technical support for the Center, no money is
available for replacement of defective equipment.

The Tutoring Center is also unable to plan long
term. Its budget also has remained relatively
static over the last three years, and relies heavily
on outside funding. Staffing issues also need to
be addressed. The Tutoring Center has lost its
full-time Faculty Coordinator position when that
faculty member elected to change teaching
assignments.

As with the other areas, the Writing Center’s
budget has remained static. The Writing
Center’s dependency on funding from sources
other than the District base budget makes long
term planning difficult.

The Speech Center is thriving but is limited by
budget restrictions and space limitations. The
administration has been vocally supportive of
the Speech Center programs, but the department
would feel more secure if additional funding
were part of a permanent budget allocation.

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6,5: Planning Agenda

1. Work with the college planning and budget
processes to address immediate and long-term
funding requirements.

2. Propose planned increases in funding for
Learning Resources from the College
general fund.

3. Address the need for increased support for
the Learning Resources Student Computer
Center with the college planning and
budget processes.

4. Continue to address the acquisition of new
books for the Library with the college
budget and planning processes, as well as
various outside sources.

5. Address the need to allocate additional
permanent funding to the base Speech
Center budget.

6,6: When the institution relies on other

institutions or other sources for information
and learning resources to support its
educational programs^ it documents that
formal agreements exist and that such
resources and services are adequate, easily
accessible, and utilized.

Descriptive Summary

The Golden West College Library is a member
of Cal West Libraries. Cal West Libraries consists
of libraries from two community college
districts: Coast Community College District

(Golden West College Library, Orange Coast
Library and Coastline College) and North
Orange County Community College District
(Fullerton College Library and Cypress College
Library). By formal agreement approved by the

Board of Trustees, North Orange County
Community College District Information
Services provides data processing library
services to all five above colleges.

Currently the system in use is PALS (Public
Access Library System). PALS consists of
integrated modules for library circulation,
OPAC (online public access catalog), and Marc
Editor (for cataloging). The sharing of this
online library system has been in effect for 10
years — a new five year agreement was approved
and signed May 22, 1997 to remain in effect
from July 1, 1997 through June 30, 2002.

{see CCCD PALS Library System
March 6, 1997 Agreement)

Each library has representation on four committees:
Automated Library Administrator’s Committee
(ALAC); On-line Public Access Advisory
Committee (OPAC); Circulation Advisory
Committee; and Reference Advisory Committee.

Cal West Libraries are in the process of migrating
from the PALS system to the Endeavor system.
The decision to migrate to the Endeavor system
was made after a two-year study. The new
system is scheduled to be functioning at the start
of Spring 2000.

Self Evaluation

The most beneficial aspect of the CalWest
Libraries Consortium is the sharing of resources
for students, faculty, and staff. Also vital is the
sharing of hardware, software, databases, and
technical support. In addition to these benefits
of resource sharing, the Automated Library
Administrator’s Committee and Advisory
Committees have brought librarians and directors
from four college libraries together for sharing
of information that has broaden and enhanced
the decision-making process. An example is
the group that was formed in September 1994,
Libraries for the Next Generation or LTNG.

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This group worked on developing a long-range
plan for the consortium libraries. The outcomes
of this planning group include upgrades to the
shared online system, cooperative planning for
the State TTIP funds, and the decision to move to
a World Wide Web/Netscape interface for access
to the library online catalog and periodical
services. An outgrowth of LTNG was the decision
in April 1999 to select Endeavor as the
consortium’s new library system. There is general
agreement that this consortium and the shared
library system continue to serve the GWC
community very well.

Planning Agenda

Golden West College plans to continue to rely on
the above described agreement and consortium.
All libraries in the consortium will be migrating
to the Endeavor library system spring semester
2000. It is anticipated that this new system will
provide enhanced capabilities and flexibility as
member libraries rely more heavily on new
information technologies. It is also felt that
member libraries will continue to share information
and work together in a collaborative manner to
insure adequate, up-to-date library services.

6. 7: The institution plans for and systematically
evaluates the adequacy and effectiveness of its
learning and information resources and services
and makes appropriate changes as necessary.

Descriptive Summary

The adequacy and effectiveness of learning and
information resources and services are addressed
by the Golden West College Departmental
Annual Program Reviews, the California
Community Colleges Library and Learning
Resources Programs Annual Data Survey, the
California Colleges and Universities Learning

Huntington Beach

Assistance/Tutorial Data Survey, and the
accreditation self-study. In coming years, the
Annual Data Surveys may provide additional
data on which to base conclusions regarding the
effectiveness and adequacy of Learning
Resources at Golden West College in comparison
with other California community colleges. The
Library, Tutoring Center, Library Media, and the
Speech and Writing Center undergo an annual
review and evaluation as part of the Annual
Program Review process. In the near future, the
Student Computer Center will begin an annual
review process.

The Writing Center has conducted research to
determine the efficacy of the program. Large
quantities of student data have been gathered,
analyzed, and presented in the annual program
review. A complete demographic profile of
students who use the Writing Center, including
gender, age, ethnicity, and units enrolled, has
been established. After each semester, reports
from the Writing Center are distributed to
English Department faculty, the Dean of the
Language Arts Division, the Vice President of
Instruction and the President of Golden West
College.

Each semester the Tutoring Center surveys
students who have received tutoring. The objective
of the survey is to allow students to evaluate the
tutorial program. Each year the Tutoring Center
submits an Annual Data Survey to the State
Chancellors Office.

The Dean of Learning Resources and other
Learning Resources Division personnel have
representation on several campus-wide
committees such as Institute for Professional
Development, Academic Senate, Council for
Curriculum and Instruction, Deans Council, and
Instructional Planning Team. By representation
on these campus wide committees and the
Learning Resources Divisionis liaison with most
departments and divisions of the Golden West
instructional program, the Learning Resources
Division, and its various departments, is part of
an ongoing evaluation process.

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153

Self Evaluation

Huntington Beach

Although evaluation of programs and services is
a time-consuming and staff intensive operation,
the Learning Resources Division is well aware
of the importance and benefits of self-evaluation,
and therefore the division devotes a substantial
amount of time and resources to that end. With
state mandated annual data surveys. Golden
West College Departmental Program Reviews,
student surveys, and interaction with virtually all
constituencies of the campus, the Learning
Resources Division has a very good understanding
of its needs, strengths, weaknesses, and future
direction.

Planning Agenda

The Learning Resources Division will continue
to be very active in the process of self-examination.
It is important that the Student Computer Center
is a part of the process; therefore, the Student
Computer Center will develop a review process
including student surveys and the Annual
Departmental Program Review.

Supplemental Documents - Standard Six

• California Colleges and Universities Learning
Assistance/Tbtorial Data Survey, Fiscal Year
1997-98 and Fiscal Year 1998-99

• California Community Colleges Library And
Learning Resources Programs Annual Data
Survey Fiscal Year 1998-99 And Fiscal Year
1997-98

• CCCD PALS Library System March 6, 1997
Agreement

• Coast Community College District
Guidelines Regarding Student Computer Usage

• Computer Center brochures

• Computer Center handout

• EBSCO admin-Database Usage Report —
Detail: Database Level Period: September
1999-October 1999,

http://eadmin.EPNET.com/eadmin/databasellsgRpt.asp

• GWC 1999-2000 Accreditation Student and
Alumni and Faculty Surveys

• GWC Instructional Program Reviews

• GWC Library Proposal for Instructional
Equipment Funds 1997-98 Summary

• Learning Resources Programs Annual Data
Survey

• Library 1999

• Library 1999-2000

• Norman, Carolyn F., Coordinator Library
And Learning Resources Programs, October 4,
1999 Memo. Subject: 1998-99 Library And
Learning Resources Programs Annual Data
Survey

• Proposal For Instructional Equipment Funds,

1996- 97. Summary: Circulating Books for
the GWC Library

• Proposal For Instructional Equipment Funds,

1997- 98. Summary: New Materials for the
GWC Library

• R. Dudley Boyce Library And Learning
Center Golden West College Library
Materials Selection

• Ross, Roxana. Electronic Research in The
21st Century: Hi-Tech Libraries in the
Orange County Area with Implications for
Community College Students and Faculty.
GWC.CCCD Sabbatical Report Oct. 10, 1995

• Tutorial Learning Center 1999

• Tutorial Learning Center 1999-2000

• Writing Center 1999

• Writing Center 1999-2000

• Writing Center Course Offerings

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Accreditation Self-Study
1999 - 2000

Eleanor Gajewski

Co-Chair

Marcella Norling

Co-Chair

Rebecca “Becky“ Botello
Kristina Bruning
David Hudson
Carolyn Kirkpatrick
Chrlstana Montes
Kimberly Pascoe

155

Huntington Beach

Standard Seven: Faculty and Staff

The institution has sufficient qualified
full-time and part-time faculty and staff to
support its educational programs and services
wherever offered and by whatever means
delivered. Consistent with its mission, the
institution demonstrates its commitment to
the signiHcant educational role played by
persons of diverse ethnic, social, and economic
backgrounds by making positive efforts to
foster such diversity.

7 A: Qualifications and Selection

7,A.l The institution has sufficient faculty
and staff who are qualified by appropriate
education, training, and experience to support
its programs and services.

Descriptive Summary

Golden West College employs thirty full-time
administrators (15 educational administrators, 4
classified managers, and 11 classified supervisors);
182 full-time and tenure track faculty; 380
adjunct faculty (216 adjunct, 53 50-60%, and
111 in the Criminal Justice Training Center.);
204 classified and confidential staff; and 623
hourly employees (542 hourly employees, and 8 1
professional experts) to serve a population of
12,160 credit students at census. All faculty
and staff meet the minimum qualifications for
education, training, and experience as required
by the California Education Code and regulations
from Title 5 of the California Code of
Regulations.

In addition to the employment of regular and
part-time support staff who are knowledgeable
and skilled in their respective areas, the District

hires hourly student employees to assist with
the more routine and repetitive functions. The
number of student workers in Fall 1999 is 189;
however, this number varies from semester to
semester and from year to year.

Self Evaluation

The employment selection process assures that
Golden West College hires qualified staff as
defined by state minimum qualifications for the
discipline and by specific district position
requirements.

Because of additional growth in student
enrollment and staff retirements, the College’s
base requirement for full-time faculty increased
for Fall of 1999. A total of 15 full-time faculty
positions were filled to meet students’ needs.
However, at the conclusion of the search
process, the change in faculty diversity was not
significant.

The District’s Human Resources Office
maintains a continual pool of interested adjunct
candidates. Statewide minimum qualifications
are strictly adhered to, for both full-time and
adjunct faculty, and are closely monitored by
Personnel Services at each individual campus.
Golden West College’s full time to part-time
faculty ratio as of November 17, 1999, was
79.8/20.2%.

The classified staff and part-time employees
are well qualified. Job announcements clearly
state education and training requirements.
Candidates are not interviewed who do not meet
those provisions. Also, grant funded and
categorical programs have also allowed the
College to expand staff support for some areas
and services.

The decision of two instructional deans to
return to the classroom created a need to
review and reorganize the College’s instructional
program. Additionally, return to having three

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Vice President provided the opportunity to
include a review of management positions
campus-wide. Through a proposed reorganization,
three deans’ positions will be eliminated.
Furthermore, future management positions will
be filled as retirements and/or resignations occur,
campus-wide constituencies were asked to be
involved in this reorganization plan.

Planning Agenda

The College will continue efforts to diversify all
staff and focus on improving the diversity of the
faculty.

7.A.2: Criteria qualifications, and procedures
for selecting all personnel are clearly stated,
public, directly related to institutional objectives,
and accurately reflect job responsibilities.

Descriptive Summary

Detailed job descriptions for each position
classification include job duties and minimum
qualifications as approved by the Board of
Trustees. These are reviewed, as needed, to
assure that they adhere to nondiscriminatory
criteria and reflect current campus need. The
campus complies with minimum qualifications
and equivalency criteria for faculty and
administrators in its selection process.

The District has developed recruitment and
selection procedures, which are followed for
filling all vacancies. Recruitment announcements
describe primary duties as well as other terms
and conditions of employment, and identify
minimum qualifications and selection criteria by
which candidates will be evaluated. In addition,
the District recruits statewide and nationally
for administrative and tenure-track faculty
positions.

A number of policies, manuals, guides, and
procedures govern personnel recruitment and
selection processes:

1 . Staff Diversity/Affirmative Action Policy and
Plan which includes:

• Recruitment and Selection Processes

• Affirmative Action Training for
Hiring Committees Guide

• Orientation Guide for Employee
Selection Committees

2. Faculty Hiring Policies and Procedures
District Equivalency Determination to
Minimum Qualifications Policy

3. Adjunct Faculty Hiring Procedures District
Equivalency Determination to Minimum
Qualifications Policy

Self Evaluation

The District has developed comprehensive
recruitment and selection policies and
procedures. Position announcements clearly
state job qualifications for all positions. This
information is available to the public. The
College Personnel Services Office reviews job
duties and qualifications before a permanent
position is forwarded to the District to be
advertised to ensure the appropriateness of the
selection criteria and currency of the job
description. The selection process continues to
be standardized to ensure fairness to all
applicants and to ensure that only qualified
candidates are interviewed. According to the
results of the campus survey, the majority (62.7%)
of faculty, staff, and administrators agreed that
the College adheres to written policies that
ensure fairness in all employment procedures.

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Planning Agenda

The College will continue to maintain its high
standards in hiring policies and procedures.

7.A.3; Criteria for selecting faculty include
knowledge of the subject matter or service to be
performed, effective teaching, and potential to
contribute to the mission of the institution.

Descriptive Summary

Job announcements for full-time faculty
positions list minimum discipline qualifications as
required by AB 1725. An additional minimum
requirement addresses an applicant’s sensitivity
to and understanding of the diverse academic,
socioeconomic, cultural, disability, and ethnic
backgrounds of community college students.
Desirable qualifications are also listed on the job
announcement once approved by the Academic
Senate. These qualifications may include
knowledge of teaching methodology, understanding
and currency in the discipline area, demonstrated
ability in teaching and curriculum development,
demonstrated ability to work with a diverse
population of students and staff, ability to design
alternative learning activities, understanding of
current and emerging instructional delivery
technologies, and evidence of professional
development activities.

The application screening process places primary
emphasis on required training, experience, and
skill criteria. Some positions require that a
written essay accompany the application
describing the applicant’s expertise in listed
areas. The screening committee is comprised of
one division or discipline administrator and a
minimum of three faculty members from the
discipline. Whenever possible, members from

under-represented groups are included.
Interview questions are directed to the
applicant’s knowledge and abilities as well as
the applicant’s sensitivity to and understanding
of the diverse academic, socioeconomic, cultural,
disability, and ethnic backgrounds of community
college students. Applicants for full-time faculty
positions must answer oral interview questions
that assess their knowledge of the discipline and
teaching techniques and present a teaching
demonstration to the screening committee. In
some instances, applicants are required to give a
presentation to a class of students. Finally, the
selection committee, which includes the
President or his designee, conducts extensive
reference checks before making an offer of
employment.

Self Evaluation

The College maintains high standards for the
employment of faculty and has developed a
rigorous screening and selection process.
Because teaching effectiveness is a primary
concern, each full-time faculty candidate is
evaluated on a teaching demonstration.

The selection process for adjunct faculty was
revised and approved by the Board of Trustees in
December 1998. Although this process is less
comprehensive than that for full-time faculty,
evaluation procedures are in place to ensure that
adjunct faculty maintain the same high
standards. Adjunct faculty are evaluated during
their first semester of employment and every 6
semesters thereafter.

Although the College continues concerted staff
diversity/affirmative action efforts, the results
have not significantly altered the ethnic
composition of the full-time faculty. The hiring
of 15 full-time faculty members in Fall 1999, did

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Huntington Beach

not increase the college’s diversity of the
full-time faculty. Based on a recent campus
survey, 67.6% of the faculty, staff, and
administrators are satisfied with the diversity of
the gender and ethnic backgrounds of the
instructors, classified staff, and administrators at
GWC. The District and the College continues
its efforts to recruit and hire a diverse staff
by advertising employment opportunities in
professional publications, newspapers, mailings
to educational agencies, and on the Internet.

Planning Agenda

The College will continue its recruitment efforts
to diversify the full-time faculty.

7.A.4: Degrees held by faculty and

administrators are listed in the institution's
primary catalog. All United States^ degrees are
from institutions accredited by recognized
accrediting agencies. Degrees from non~U.S.
institutions are recognized only if equivalence
has been established.

Descriptive Summary

Each edition of the college catalog lists the
degrees and qualifications of faculty and
administrators. All degrees received in the
United States are from accredited institutions.
Foreign degrees are recognized if they have been
determined equivalent by an outside agency
accredited by the state.

Self Evaluation

The College meets this standard by publishing
faculty and administrator degrees annually in the
college catalog. The degrees of employees are

from accredited institutions, and foreign degrees
are recognized following an equivalency
determination process.

Planning Agenda

None.

Standard 7B: Evaluation

7.B.1: The evaluation of each category of
staff is systematic and conducted at stated
intervals. The follow-up of evaluations is
formal and timely.

Descriptive Summary

The processes for the evaluation of classified
staff, faculty, supervisory, and management
employees are covered in Board policy and the
respective collective bargaining agreements.
The evaluation process for classified staff is
outlined in the Agreement Between the CFCE
and the District. The intent of the performance
appraisal is to provide the employee with
commendations and recommendations. The
process is intended as a tool to enhance
performance and provide a means to plan and
achieve long-term employment goals. The
appraisal is based on job-related criteria, and a
standard evaluation form is used for all
classified staff. The supervisor is responsible for
meeting with and discussing the evaluation with
the employee before the performance appraisal
is filed. Classified staff members are evaluated
at the third and fifth month of service during the
probationary period, one year following the
completion of the probationary period, and once
every two years thereafter.

The full-time faculty evaluation process is
outlined in the Agreement Between the

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Huntington Beach

CFE/AFT and the District. The purpose of the
faculty evaluation process is to improve
instruction, counseling, and other educational
services provided to students. The same evaluation
process is followed for faculty who are temporary
(employed two out of six semesters), categorical,
adjunct (50% through 60%), contract (tenure
track), and regular (tenured). Each temporary
faculty member is evaluated during the semester
of temporary employment, but not to exceed
once in an academic year. Categorical faculty
members are evaluated each year of employment
for four years. Thereafter, an evaluation is
conducted at least once every six regular
semesters. Adjunct (50% through 60%) faculty
members are evaluated the first semester of
employment, and at least once every six regular
semesters thereafter. Contract faculty members
are evaluated once each year until tenure is
granted. Regular (tenured) faculty are evaluated
every three years. The full-time faculty evaluation
process is conducted by a panel and includes a
student survey, panel observation, an evaluation
conference, and the submittal of a formal
evaluation report to the Vice President of
Instruction or Student Services, as appropriate.
In addition, a self-evaluation component is
included in the evaluation process for contract
(tenure track) faculty. Regular (tenured) faculty
can choose either a self-evaluation or a formal
on-site instructional observation by an evaluation
panel of their peers. The evaluation process for
a faculty member who is placed in a special
assignment for 50% or more of a regular contract
teaching load follows the same procedures for
regular faculty but is limited to a self-evaluation.

The evaluation process for adjunct faculty who
are employed less than 50% is outlined in the
Agreement Between the CTA/NEA and the
District. Its purpose is to improve individual
teaching performance. Unit members are
evaluated in the first year of employment and at
least once every six semesters thereafter. The
evaluation process is comprised of classroom
observations, a self-evaluation, and a student
survey. An evaluation conference is held before
the evaluation report is filed.

The process for evaluation of classified supervisors,
managers, and educational administrators is
contained in board policy. The purpose of the
management evaluation and its professional
development component is to encourage higher
levels of performance in the service of students,
the institution, and the community. The evaluation
process is designed to give encouragement,
motivation, and constructive feedback to
managers about their job performance, defining
both areas of strength and areas of needed
improvement. The evaluation is based upon
goals related to objectives developed by the
individual and his or her supervisor, upon the
individual’s job description, and upon the
perceptual feedback from a selected pool of
employees. The performance evaluation for
each manager is conducted once in each of the
first two years of employment and every second
year thereafter. The evaluation is comprised of
a review of annual goals and objectives, a
behavioral survey, self-evaluation by the manager,
and an evaluation by the employee’s supervisor.
The Chancellor evaluates the college President
as required by his or her employment contract.

Self Evaluation

The evaluation processes are systematic and
conducted at prescribed intervals as identified
by policy or bargaining unit agreement. New
employees receive more frequent evaluations
than those employees who are tenured or have
completed their probationary periods. The
followup is completed in a timely manner
according to established procedures applicable
to the individual employee.

Administrators closely monitor compliance
with timelines for faculty, management, and
administrative evaluations. Timelines for the
completion of classified evaluations are
monitored by the District Human Resources
Office and the campus Personnel Services

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Huntington Beach

Office. Most are now completed in a timely
manner following the recent implementation of
an improved monitoring process coordinated by
the Personnel Services Office, the three Vice
Presidents (Administrative Services, Instruction,
and Student Services) and the college President.

Planning Agenda

The College will continue to monitor the evaluation
process to insure that evaluations are conducted
at prescribed intervals.

7.B.2: Evaluation processes seek to assess
effectiveness and encourage improvement

Descriptive Summary

The District uses a variety of means to assess
the effectiveness of faculty, staff, supervisors,
managers, and administrators at the college.

The faculty evaluation process involves the
opportunity for students to assess faculty
effectiveness. The student survey instrument
incorporates questions related to teaching
effectiveness and student progress. The results of
the student surveys are provided to the faculty
member being evaluated.

Classified staff evaluation includes set criteria
including the assessment of the employee’s
job-related skills and abilities, quality of work,
initiative and motivation, organizational skills,
judgment, customer service, professionalism,
attitude, interpersonal skills, attendance
and punctuality, safety consciousness, and
dependability.

The behavioral survey instrument for management
includes assessment of effectiveness in a number
of areas such as leadership, professional

knowledge and expertise, commitment to their
department’s program and services, communication
skills, shared governance, collective bargaining,
professional staff development, and the achievement
of individual performance-related goals.

Evaluation of each employee group is intended
to be a constructive process. The evaluation
processes in place are formative in nature and
designed to encourage improvement.

Self Evaluation

How well the evaluation process assesses
effectiveness and encourages improvement
depends to some extent on the person being
evaluated and the evaluator who oversees and
administers the evaluation. The individual
employee constituencies, in collaboration with
college and district administration, have devoted
considerable effort to developing appropriate and
effective processes for the evaluation of job
performance. However, according to the 1999-
2000 Accreditation Self-Study Survey of faculty,
staff, and administrators, employee groups are
mixed in their assessment of the process.

(see Faculty/Staff/Administrator Survey - Fall 1999)

When asked if the current faculty evaluation
process is thorough, 34.4% agreed, 37.7%
disagreed, and 27.9% were neutral. Faculty,
staff, and administrators were also asked if the
current faculty evaluation process encourages
improvement. Of those who responded, 36.7%
agreed it does, 36.7% disagreed, and 26.6%
were neutral. In response to the question if
criteria for the evaluation of faculty includes
teaching effectiveness and service to the college,
44.9% agreed, 26.2% disagreed, and 29.0%
were neutral. In response to whether or not
administrators are evaluated effectively, 34.2%
agreed, 35.8% disagreed, and 30.0% were
neutral. In addition, when asked if administrators
are evaluated systematically and regularly,
55.1% agreed, 22.5% disagreed, and 22.5%

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were neutral. The classified evaluation process
was not addressed in the self-study, as the
process was revised within the past year and
more time is needed before an accurate
assessment can be made.

In February 1998, the accreditation evaluation
team found that the evaluation process for
full-time faculty had been improved and was
being implemented consistently. An evaluation
process for adjunct faculty has been implemented
in recent years, but a formal assessment of its
effectiveness has not been done. Concerns were
noted in the February 1998, report that classified
performance appraisals were not being conducted
in a consistent, routine, or timely manner. The
college has since taken specific steps to address
these concerns, and procedures are now in place
to assure that all managers are held accountable
for the consistent and timely submittal of
classified evaluations. A system has been
implemented to track evaluation due dates and
monitor their completion. Discussions are
pending between the Coast District
Management Association (CDMA) and the
District regarding the management evaluation
program. Suggestions have been made to revise
the management behavioral survey instrument,
as the current format relates primarily to
instructional managers and is not seen as a
valuable evaluation tool for non-instructional
supervisors and managers.

The College is committed to the systematic
evaluation of its employees. The evaluation
processes currently in place are both systematic
and thorough. They are also time consuming
and personnel intensive. Individual employee
groups, in conjunction with college and district
administration, should continue discussions on
ways in which these processes can be enhanced
as well as streamlined.

Planning Agenda

The College will continue to explore ways to
improve the evaluation process.

7.B.3: Criteria for evaluation of faculty
include teaching effectiveness, scholarship,
or other activities appropriate to the area of
expertise, and participation in institutional
service or other institutional responsibilities.

Descriptive Summary

The Agreement Between the Coast Community
College District and the American Federation
of Teachers Local 1911 delineates criteria for
full-time faculty evaluation. Criteria in the area
of teaching effectiveness include currency and
depth of knowledge in teaching field; use of
teaching methods and materials challenging to
the student and appropriate to the subject matter,
responsiveness to the needs of the student and
consistency with approved course outlines;
appropriate testing, measurement and reporting
of student progress; and other indicators
designed to measure teaching effectiveness.
Faculty evaluations also cover professional
growth and leadership. This includes continued
participation in professional activities, coursework,
attendance at seminars and professional
meetings, and participation in collegial
governance and campus life, including College
or District committees. Evaluation procedures
for adjunct faculty not covered by the AFT
Contract are outlined in Article 8 of the
Agreement Between the CCCD and the
CTA/NEA.

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Self Evaluation

In May 1998, the collective bargaining unit and
the District agreed upon a revision of the criteria
and evaluation procedures. Some changes in the
procedures may occur when negotiations reopen
in Fall 2000, but anecdotal evidence suggests
that the process is satisfactory. The faculty
evaluation criteria are comprehensive, with
higher expectations for institutional service by
full-time faculty than by adjunct faculty. There
is more emphasis on teaching effectiveness
and institutional service than on research or
community involvement.

Planning A genda

None

Standard 7C: Staff Development

7.C.7: The institution provides appropriate
opportunities to all categories of staff
for continued professional development
consistent with the institutional mission.

Descriptive Summary

The College has a comprehensive program of
staff development for faculty, classified staff,
and administrators; these activities include
on-campus workshops, discipline/department
retreats, skill training, new staff orientations,
conference travel, and faculty sabbaticals.

The overall coordination of staff development
is the responsibility of the Staff Development

Advisory Committee. This committee recommends
distribution of state staff development funding,
surveys employees regarding staff development
needs plans and organizes annual staff
development activities and events.

The District is on a flexible calendar that allows
three days, distributed throughout the academic
year, for faculty professional development
activities.

In 1997, after the retirement of the Staff
Development Coordinator, the President sought
input on a replacement for the position from the
Academic Senate and the Classified Connection.
The recommendation was to replace the full-time
faculty position with a 60% faculty replacement
and a 30% classified replacement. Each
replacement receives reassigned time to act as
co-coordinators. The co-coordinators share
the responsibility for chairing the Staff
Development Advisory Committee and coordinate
campus-wide staff development activities with
the support of the SDAC. In addition to the
co-coordinators, the Staff Development Office
has a full-time classified staff person to provide
clerical support. Professional development
activities are scheduled throughout the year with
the objective of providing information and skills
which will further personal and professional
improvement in ways that will support student
success. Workshops are open to all segments of
the campus community. Wellness workshops,
guest speakers, and topical subjects are also
open to students on a space available basis.

A Schedule of Workshops that combines the
listing of staff development and technology
activities for faculty, classified, and administrators
is published annually. Additional workshops
based on staff requests and evaluations are
developed during the academic year and are
advertised in supplemental brochures, flyers,
and general announcements.

During 1998-99, there were eighty-seven
activities offered. Most of the activities
occurred on campus. In addition to the on-campus

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activities, there were 107 individuals/groups
funded to attend off-campus conferences and
classes; seven discipline/area workshops
(Library Staff, Counseling classified staff.
Counseling Department, Biology Department,
Foreign Language Department, English/ESL
Departments, and the Grounds Crew) were held
to advance team building, planning and
budgeting.

During the 1997-98 academic year, it was
evident from needs assessments and evaluations
that there was a growing need to provide faculty
and staff with ongoing computer technology
training. In Fall 1998, the Staff Development
Resource Center was remodeled and renamed
the Faculty/Staff Technology Training Center.
The new center is open to all staff and accessible
during regular hours and off-hours in the
evening and weekends. This has been very
helpful to adjunct faculty and classified staff
who do not currently have access to computers.
The Center has seven new computers (five PCs
and two Macs) all have Internet access, e-mail
access, zip drives, windows software and
programs as well as two scanners and two printers
available for use by users. The needs assessment
also indicated that staff and faculty wanted
more training sessions to be held on campus
in addition to the training offered at the District
office. There was also a need for more
flexibility of hours when classes are scheduled. The
remodeled training center has met the immediate
need of offering training sessions, but the
demands are out growing the current facility.
The Staff Development Office is currently
coordinating with the Office of Instruction the
use of instructional labs that are not in use by
students to schedule additional training sections.

In addition to the professional development
opportunities sponsored by the Staff
Development Advisory Committee, staff may
participate in the Institute for Professional
Development and the District Classified
Professional Development programs.

The Institute for Professional Development is a
standing committee of the Academic Senate that

helps faculty members to design, plan, and
achieve their own professional growth objectives.
The institute performs its functions on the basis
of policies approved by the District Professional
Pursuits Committee, the District Sabbatical
Leave Committee, the Academic Senate, the
College President, and the AFT/CCCD
Agreement.

On a regular basis, the Institute for Professional
Development (IPD) notifies faculty of funding
and guidelines for conference/travel requests;
sabbatical leave opportunities and guidelines;
professional improvement credit for salary
advancement; and alternative methods for
release time and overload guidelines.

These functions are coordinated by the
Academic Senate Office, which also provides
office and secretarial support to the Institute.

Classified employees who are employed in
permanent positions and have completed a
probationary period of employment, and are
seeking education which will lead to promotional
opportunities or a career-path cheinge within the
Classified Unit, are eligible to participate in the
District Professional Development Program.
This program is funded by the District by
provision of the United Federation of Classified
Employees, Contract, Article 18.

Eligible classified staff may apply to the District
Classified Professional Development Program
for reimbursement of expenses for tuition, fees,
and books at ein accredited educational facility;
salary differential upon completion of a certificate
or degree program; released time for a replacement
cost for one college-level class per school term;
professional conferences; and participation in a
specialized program for technical course-work.

Self Evaluation

The Institution has provided appropriate
opportunities for staff development by presenting
on campus activities and by providing funding

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for individuals to attend conferences, workshops,
and other professional development activities off
campus.

The increased use of technology and the pace of
technological change in all areas of the College
have required a greater commitment to training.
This demand has created a challenge for the
College. The Staff Development Advisory
Committee, the Institute for Professional
Development, and the District Professional
Development Committee will continue to work
with all segments of the College to meet these
challenges.

Planning Agenda

The Staff Development Advisory Committee,
the Institute for Professional Development, and
the District Professional Development
Committee will continue to promote, offer, and
encourage all staff members to maintain the
highest levels of professional expertise as
possible for their given assignments.

7.C2; Planning and evaluation of staff
development programs include the participation
of staff who participate in, or are affected by,
the programs.

Descriptive Summary

The overall coordination of staff development is
the responsibility of the Staff Development
Advisory Committee. The membership includes
three members each from the faculty, staff, and
administrators, as well as one adjunct faculty
and student representative. The committee meets
twice each month.

This committee recommends distribution of
state staff development funding, surveys
employees regarding staff development needs
plans and organizes annual staff development
activities and events. Tabulated results of sur-
veys taken after staff development activities are
reviewed by the committee and assist in the
evaluation of the individual workshops and the
planning of future events.

The Staff Development Advisory Committee
sets the budget based on the AB1725 funds
received each year. The application process has
been streamlined and due dates are widely
published. During the 1997-98 year, the conference
funding allocation model was revised to take
into consideration the increased cost of
conferences and the economic hardship to many
classified staff to cover the extra expenses. The
model was changed from 90% of the requested
amount up to $300, to 100% of the requested
amount up to $400. This allocation model
applies to all employee groups.

Self Evaluation

The college committee structure affords ample
opportunity for staff to participate in the
planning and evaluation of staff development
programs. Each employee group has an
opportunity to tailor staff development programs
to its own needs, based on surveys and evaluations.

Planning Agenda

The Staff Development Advisory Committee
will continue to involve faculty and staff in
planning staff development programs.

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ERIC

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Standard 7D: General Personnel Provisions

7.D.1: The institution has and adheres to
written policies ensuring fairness in all
employment procedures.

Descriptive Summary

Board Policy 0050-1-2, the current staff diversity
affirmative action policy, and administrative
procedures demonstrate college commitment to
fairness and equal opportunity in employment at
Golden West College. This policy is reinforced
through collective bargaining agreements,
board policies, and Faculty Hiring Policies
and Procedures.

Once a determination has been made to fill a
position, clear district procedures are followed
in the preparation of job announcements,
recruitment, committee appointments and
orientations, application screening, interviews
and reference checks, recommendations, and
notification of candidates. Personnel Services
coordinates these procedures, as well as taking
care that the institution follows written policies
governing minimum qualifications and
equivalency for faculty employment. To ensure
consistency and fairness in hiring, the District
requires that all members of selection committees
review the Orientation Guide for Employee
Selection Committees and participate in a
campus staff diversity/affirmative action
orientation. A trained affirmative action
representative monitors the screening and
selection process to ensure compliance with the
principles of Fair Employment and Equal
Opportunity.

Self Evaluation

The district has carefully structured its employment
procedures to ensure fairness at each stage of the
hiring process. It apprises all participants in the
process of these policies and procedures and
closely monitors the process for adherence to the
rules. Though some faculty have expressed a
sense of being constrained by certain policies
(such as those that limit spontaneity in the
interview process), most faculty and staff
express satisfaction with the process. The
District makes an effort to allow latitude where
it is feasible, but generally is cautious in matters
of equity in the hiring process. Another area of
concern has been the length of the recruitment
and selection process. Recently the adjunct
faculty screening and selection process was
reviewed district-wide and some changes were
implemented to improve the timely hiring of
part-time faculty.

Planning Agenda

The College will continue to address the
improvement of the length of the recruitment
and selection process and work with the District
to improve the timely hiring of adjunct faculty.

7.D.2: The institution regularly assesses and
reports its achievement of its employment
equity objectives consistent with the institutional
mission.

Descriptive Summary

Golden West College has a designated
Affirmative Action/ Staff Diversity Officer. The
current Affirmative Action/ Staff Diversity Plan
was adopted by the Board of Trustees of the

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Coast Community College District on March 6,
1996. The Coast Community College District
maintains a standing committee comprised of the
Affirmative Action Officers from each of the
three colleges and the District’s Affirmative
Action/Staff Diversity Officer. The committee
meets on an ad hoc basis.

The District sets annual staff diversity goals
based on work force availability data and
projected hiring opportunities. Progress is
assessed and reported annually to the Board of
Trustees and the Chancellor’s Office. The District
distributes the Staff Diversity/ Affirmative Action
Plan to all regular staff members.

Self Evaluation

Golden West College has been successful in
achieving and maintaining diversity in its
classified staff Until this year, full-time faculty
hiring had been at a near standstill, providing
limited opportunity for achieving more diversity.
Although the College pursues its staff diversity
and affirmative action efforts on a continuous
basis, the hiring in Fall 1999 of 15 new faculty
members did not significantly alter the ethnic
composition of the faculty. Although staff,
faculty, and administrative responses on the
accreditation survey instrument suggest that a
majority (67%) are satisfied with the diversity
achieved thus far, the campus and the community
will be well served by a continued effort to
increase the diversity of the faculty.

In order to provide a curriculum and learning
environment to respond to the needs of a diverse
student body, the District continues to strengthen
its affirmative action efforts. In 1996, the
District revised its Staff Diversity/Affirmative
Action plan. On March 6, 1996, the current plan
was adopted by the Coast Community College
District following approval by the Board
of Trustees. Screening committees receive
affirmative action training and orientation prior

to the commencement of the screening process
by the College’s Affirmative Action Officer or
designee, who has been trained in staff
diversity/affirmative action criteria, goals, and
objectives.

Planning Agenda

The College will continue efforts to improve
faculty diversity and maintain diversity in the
classified staff.

7.D.3: Personnel policies and procedures
affecting all categories of staff are systematically
developed, clearly stated, equitably administrated,
and available for information and review.
Descriptive Summary

All personnel policies and procedures are
developed or revised either through the shared
governance process for all categories of staff or
through the collective bargaining process for
adjunct and full-time faculty and classified staff.

The policies and administrative procedures
approved by the Board of Trustees are
developed through shared governance. A policy
and administrative procedures manual is on file
in administrative offices and is available to
employees and employee groups for review
upon request.

Many policies and procedures for regular faculty
and regular classified staff are developed
through collective bargaining and are detailed in
the respective contracts. The Agreement
between the Coast Community College District
and the Coast Federation of Classified
Employees (Local 4794) and the Agreement
between the Coast Federation of
Educators/American Federation of Teachers
(Local 1911) and the Coast Community College
District are distributed to all bargaining unit
employees and to administrators and supervisors.
Additionally, the responsibilities of faculty

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members participating on hiring committees are
included in the Faculty Hiring Policy and
Procedures manual. The District also maintains
policy and procedure files on the District
computer network.

Adjunct faculty are represented by an exclusive
bargaining agent. The contract governing
adjunct faculty is The Agreement between the
Coast Community College Association -
California Teachers Association/National
Education Association. Personnel policies and
procedures affecting confidential and management
employees are included in Board policy. The
Coast District Management Association also
publishes a Manager’s Handbook. This document
is distributed to all supervisors, managers, and
administrators.

In addition, information affecting all employee
groups is shared through various new employee
orientation processes. The District’s Office of
Human Resources conducts meetings with new
employees to address such issues as salary
placement, workplace safety, workers’
compensation, sexual harassment training, and
customer service training. Academic administrators
provide a new faculty orientation that covers
specific instructional and student services
policies and procedures.

Finally, the GWC President’s Office annually
publishes two comprehensive manuals.

The College Handbook is distributed to all
campus departments and managers and is also
available in the President’s Office upon request.
This manual contains the shared governance
policy and administrative procedures, and
explains the planning and budget development
process and policy development processes. The
Personnel Compendium is distributed to all faculty
and staff. This manual describes the charge of
each college standing committee as well as
membership composition. It also contains the
Golden West College organizational chart. This
document can also be found on the campus Q-drive.

Self Evaluation

The District systematically develops personnel
policies and procedures. The general consensus
is that they are equitably administered.
According to a recent survey, 60% of faculty,
staff, and administrators felt that the College
Handbook was a useful and available resource.
Personnel policies and procedures affecting all
categories of staff are available for information
and review on the District’s computer network.

Planning Agenda

None

7.D.4: The institution makes provision for the
security and confidentiality of personnel
records. Personnel records are private,
accurate, complete, and permanent.

Descriptive Summary

The Personnel Services Office is responsible for
ensuring that campus personnel records are
private and secure. The District Office of
Human Resources (Employment Services and
Records Department) is responsible for
maintaining the official personnel files for all
employees of the Coast Community College
District, including Golden West College. Both
the campus and district personnel offices follow
written procedures regarding access to personnel
files to ensure their security and confidentiality.
Criminal offender records are housed at the
District Office of Human Resources. The
Personnel Services Office maintains all recruitment
and selection documentation and monitors the
confidentiality of the screening and selection
process. Upon the conclusion of a screening
process, original applications, screening
committee documents, and hiring outcomes are

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forwarded to the District Office of Human
Resources. Employee files are permanent and
are kept indefinitely. Recruitment and selection
records are kept for three years.

Self Evaluation

Personnel and applicant records are managed
effectively with respect to confidentiality and are
maintained in a secure manner.

Planning A genda

None

Su pplemental Documents - Standard Seven

• Agreement between Coast Community College
Association-Califomia Teachers
Association/National Education Association
and Coast Community College District

• Agreement between Coast Community
College District (KOCE-TV) and
International Photographers of the Motion
Picture Industries, Local 659 of the
International Alliance of Theatrical Stage
Employees

• Agreement between Coast Community
College District and the Coast Federation of
Classified Employees (Local 4794)

• Agreement between Coast Federation of
Educators American Federation of Teachers
Local 1911 and Coast Community College
District

• Coast Community College District’s Adjunct
Faculty Hiring Procedures.

• Coast Community College District’s
Affirmative Action Plan.

• Coast Community College District’s Full-Time
Faculty Hiring Policy and Procedures

• College Catalog

• College Handbook

• Committee Goals and Objectives

• Department/Discipline Workshop Announcements

• Full time Faculty Job Announcement

• General Personnel Policies 050-1-17

• Mailing List of Job Openings and List of
Publications used by Coast Community
College District.

• Personnel Compendium

• Sample Workshop Announcements

• Staff Development Schedule of Workshops

• Technology Training Plan

• Workshop Evaluation Forms

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Accreditation Self-Study
1999 - 2000

Sally Coffey

Co-Chair

Ted Palmer

Co-Chair

Steve Cone
Bernard Gilpin
Ken Hamdorf
Albert Jazwiecki
Mike Wells
Loyd Wilcox

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Standard 8: Physical Resources
Section 1

The institution ensures that adequate physical
resources are provided to support its educational
programs and services wherever and however
they are offered.

Descriptive Summary

At age 33, the College has experienced the
obvious growing and aging pains seen at any
large institution. The only new building
construction on campus since the last
accreditation site visit has been the expansion
of the campus child care facilities.

The campus has implemented several planning,
budget, and forecasting committees to disperse
the budgetary dollars as efficiently as possible.
The following committees are examples of this
strategy: Instructional Planning Team, Facilities
Committee, and Planning and Budget
Committee. For the most part the campus facilities
have been upgraded, remodeled, or repaired
following a pattern of meeting the highest priority
as established by the various committees.

A campus-wide effort at computerization of the
College has led to new technology usage in the
classroom and internet access for both faculty
and students.

Self Evaluation

innovative teaching techniques has posed
particularly challenging decisions for the
committees that establish spending priorities.

The majority of recent facility projects have
followed either mandated or long postponed-
maintenance objectives.

Funding for all levels of instructional equipment
has come from all the usual sources such as
block grants, VTEA, Partnership for Excellence
(PFE), matriculation, and other state sources.
The campus has also solicited subject specific
short-term grants with limited success to meet
specific program goals. These soft money
sources often provide only a catalyst to get a
program moving towards improvement.

In the planning process at the present time there
are two major remodeling projects involving the
improvement of the campus amphitheater and
the expansion of the Learning Resources Center.

Planning A genda

1. The College will continue to improve its
ability to plan and budget for maintaining,
improving, and possibly expanding its
campus-wide facilities.

2. A long-term campus goal is to begin a
capital campaign to fund a high technology
building for the campus which would
support transfer and vocational programs
tied to the local high tech companies in
Orange County.

Standard 8: Subsection 2

The College maintains an inventory of physical
facilities that meets the needs of the programs
that it offers. An on-going balancing of program
demands, technology changes, and enrollment
fluctuations coupled with a faculty active in

The management, maintenance, and operation
of physical facilities ensure effective utilization
and continuing quality necessary to support the
programs and services of the institution.

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Descriptive Summary

The College has several committees working
diligently to assist in the management and
operation of facilities. These committees —
the Planning and Budget Committee, the Safety
Committee, the Facilities Committee, the
Disaster Committee, and the Crisis Alert
Committee are supplemented by special project
task forces when necessary.

Golden West College has established routine
maintenance schedules and processes. It also
has a process for staff to submit work orders
when problems are identified or when
improvements are needed. The Director of
Maintenance / Operations is responsible for
determining priorities and scheduling work
to be done.

The College revises its maintenance plan to
identify projects that need attention. This plan
starts with a review by the Director of
Maintenance / Operations and the Vice-President
of Administrative Services. Input is also
received from instructional and other departments.
The Facilities Office develops project alternatives
as well as cost estimates for projects. The
College submits projects eligible for the
state-scheduled maintenance program to the
State Chancellors Office. Obviously, the state
does not fund all requests, and its priority criteria
play a strong role in determining the priority
order of the maintenance projects. The district
budget process requests funding for maintenance
projects since even the state-approved projects
require local matching funds. The college practice
is to budget for the scheduled maintenance
matching funds in the fiscal year following
approval. In this way, the institution knows
which projects are supported and the exact
amount of the match necessary.

Often other sources of funds are available to
fund a project or to provide all or part of the
local match to another categorical funded
program. Early in the planning process, the
college explores alternative funding. Possible
sources include Department of Energy grants
and utility company rebate programs. Several
projects completed as a result of these funding
sources are the electric strip heater replacement
with gas boilers and the installation of a thermo
energy storage system which provides air
conditioning to four buildings.

The Grounds Department is developing a long-term
plan to replace campus trees and shrubbery with
drought resistant plants and to upgrade irrigation
systems and equipment to both reduce costs and
conserve water. These projects rely on campus
funding since alternative sources of funding are
scarce.

The College has an aging infrastructure.
However, the high voltage power lines have
been replaced, the fire alarm system has been
upgraded to meet safety standards, and the
restrooms have been upgraded to meet A.D.A.
standards. We have also added an infant / toddler
area to our Child Care Center to meet the needs
of our students and staff.

Self Evaluation

The Facilities Planning Committee continually
works to update facilities and assist the Director
of Maintenance / Operations in the planning of
modification and / or renovation of existing
facilities. The Educational and Facilities Master
Plan Vision 2010 has delineated many of the
campus needs. The Facilities Planning
Committee and others are working towards the
goal of replacing outdated equipment and
upgrading existing facilities.

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The College adequately maintains buildings so
far as the budget allows, and for the most part,
the grounds are well maintained and attractive.
The improvement in the appearance of the
campus grounds during 1999 has been noted by
our campus community. Our California Native
Garden won an award in 1997 from the
California Community College Council for Staff
Development. The maintenance staff handles
routine maintenance and renovations; however,
major remodeling and maintenance of buildings
is heavily dependent upon state funding and the
District’s ability to match the state funding.

Although it appears to many that there are
insufficient classrooms to meet the schedule
needs, analysis indicates that classroom utilization
has been improved by changing to a 16-week
semester and by offering an intersession during
the winter holiday.

Although the College has a work order process
in place, there are concerns that the work cannot
always be completed expeditiously. The number
of work orders exceeds the staff’s ability to
respond promptly.

Planning Agenda

With the 1998-1999 campus computerization
project now largely completed, “a facility and
infrastructure” database should be developed
and linked with a 10 year plan. This database
would forge a significant linkage with the
College’s planning and budget process and make
readily available information regarding facility
and infrastructure needs as well as work
completed. Most important, this database would
greatly strengthen the planning and budget
process in support of campus physical resources.
The campus planning and budget process should
drive building maintenance and renovation.

Standard 8: Subsection 3

Physical facilities at all site locations where
courses, programs, and services are offered are
reconstructed and maintained in accordance
with the institution's obligation to ensure
access, safety, security, and a healthful
environment.

Descriptive Summary

The facilities on the Golden West campus
include mostly original buildings dating from
the opening of the campus in 1966 and a few
which have been constructed since. Older buildings
have been modified and newer buildings have
been constructed to comply with ADA requirements
as identified in the architectural barrier removal
plan. The College offers classes and services
only in locations on campus that provide access
in accordance with ADA standards.

The College is located on former agricultural
land with most buildings built using concrete
pile and beam construction methods. This
architectural style, since most walls are not load
bearing, has allowed for some modification of
interior space as needs change. Also this
construction style deals with possible settling of
the soil due to its subterranean condition.

The College has an active Safety Committee that
evaluates suggestions from staff and information
from safety inspections, recommending
appropriate action. Golden West College has
implemented a hazardous materials handling
and removal program to comply with state and
federal regulations.

Golden West College staffs and maintains a
Security Office with 24-hour coverage. Rooms
containing valuable equipment such as comput-
er labs are alarmed. Buildings have up-to-date
heat and smoke detection alarm systems.

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Self Evaluation

The Institution engaged Chuck Terry and
Associates, to conduct a review and develop a
plan to remove architectural barriers on campus.
This review was conducted using the state issued
guidelines to identify the needed remediation.
Most of the issues identified by this firm as
needing modification have been resolved.

The College is committed to addressing
problems of access and safety and to ensuring a
healthful environment. Major investments have
been made to upgrade fire alarm systems,
restrooms, roofs, high voltage systems, and
walkway lighting. These costly improvements
were timely and necessary.

In recent years due to the vagaries of funding for
facility and infrastructure, the College has
reacted to resolve safety, access, and health
needs. During the period 1996 - 1999, about
$5,000,000 in deferred maintenance projects
have been completed. Included in these projects
were restroom upgrades, fire alarm system
improvements, campus walkway light
replacement, roofs for 10 buildings, architecture
barrier removal needs, and high voltage cable
and underground transformer replacements. Our
Security Office records confirm that the campus
is a safe one. A security escort service is
available on call. Although lighting has been
improved in most areas, still some students
express concern about the adequacy of lighting
in the evening. Some security cameras,
particularly in critical areas such as computer
labs, have been installed.

The Safety Committee has greatly contributed to
the improvement of the college environment.
The committee developed a form for reporting
safety issues which staff and faculty may use to
identify safety problems, report hazardous
conditions, or to make safety suggestions. In
general, college employees demonstrate safety
awareness.

The College has been active in risk management
and is assisted by the District Risk Manager
office which provides safety inspections and
consultation services to college staff as well as
training workshops. These services have resulted
in many improvements on campus; for example,
fire training, indoor air quality, and good
ergometric practices.

All hazardous waste materials are removed from
the hazardous waste facilities on a quarterly
basis as coordinated by the District and Orange
County Department of Environmental Health.
Whenever a problem has occurred, it has been
dealt with promptly and safely.

As the College has entered into new areas of
instruction such as the Weekend Express program,
some problems have been encountered regarding
cleaning of classrooms as well as restrooms.
College personnel are aware of such problems
and have worked to resolve them. With GWC’s
entrance into non-traditional and new program
areas such facility needs will be addressed.

With the 1998 - 1999 campus computerization
project now largely completed, a ‘‘facility and
infrastructure” database ought to be developed
and linked with a 10- Year Plan. This database
would forge a significant linkage with the
college’s planning and budget process and make
readily available information regarding facility
and infrastructure needs as well as work
completed. Most important, this database will
greatly strengthen the planning and budget
process in support of campus physical resources.

Planning A genda

1. Continue to upgrade our 33-year-old
campus to maintain a safe, access-friendly,
and healthy environment.

2. The campus should consider developing a
facility and infrastructure database.

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Standard 8: Subsection 4

Selection, maintenance, inventory and
replacement of equipment are conducted
systematically to support the educational
programs and services of the institution.

Descriptive Summary

maintenance of equipment is a high priority and
performed in a myriad of ways. District-level
staff performs vehicle maintenance. Telephone
service is also a district-level responsibility. The
College’s Maintenance and Operations Department
is responsible for maintaining the physical plant
and arranges for the services of tradesmen when
service requirements exceed the capability of
staff. The College’s Technology Support
Services Department manages audio-visual and
technology equipment maintenance.

At the College and District levels, processes
have been established that support the systematic
selection, maintenance, inventory, and replacement
of equipment. The District requires the College
to maintain an inventory of all equipment.
The Technology Support Services Department
processes the purchase and inventory of all
audio-visual and technological equipment. The
College’s shipping and receiving clerk, who is
responsible for maintaining an accurate college
equipment inventory list, processes all other
equipment.

Self Evaluation

In the past five years a tremendous number
of computers have been added to the campus.
This rapid expansion has challenged the skills
and ability of the Technology Support Services
Department to develop and maintain the campus
network. Continued expansion of technology
will require the College to determine the staffing
priorities necessary to maintain a viable network
of computers.

The function of most equipment selection, both
new and replacement equipment, is a bottom up
process, delegated to the departmental level. For
example, this past year all departments were
notified of the discretionary dollars available via
such sources as Partnership for Excellence,
equipment and block grant funding sources.
Application forms were distributed, departments
met and determined their needs and applied for
equipment funding. Departmental requests were
discussed and prioritized at the divisional level
and recommendations were sent to the Planning
and Budget Committee that made funding
decisions based upon program funding criteria
and college priorities. During the spring budget
development process, departments have the
opportunity to reprioritize expenditures based on
departmental equipment selection and replacement
needs. All technology equipment requests are
routed through the Technology Support Services
Department to ensure college-wide equipment
compatibility and service requirements. The

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ERIC

If State-provided Partnership for Excellence and
equipment funds are provided in coming years,
the College should be able to meet the need
of replacing much out-of-date and aging
instructional equipment. If these funding
sources disappear, general fund priority needs
decisions will have to be made. The uncertainty
of funding for equipment purchases makes
planning for replacement difficult. All
departments, as expressed in the “Faculty, Staff,
Administrator Survey,” have communicated
concerns that equipment needs are not being
met. The College recognizes this unmet need
and a significant amount of staff time has been
devoted to identifying a number of needs, but,
unfortunately, only a modicum of funds exist to
fulfilling the needs.

The College Foundation has been helpful in
providing some funds for the Department W^ish
List. A significant amount of Swap Meet profits

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have been used to improve the physical facility.

The College’s vehicles are in adequate shape and

well maintained by the District’s Vehicle

Services Department.

Planning Agenda

1. Plan for the staffing of Technology
Support Services in order to meet the
growing need for the installation and
maintenance of technology equipment
and the training of all staff in the best
uses of the equipment.

2. Continue to search out funds for new
and replacement equipment.

Standard 8: Subsection 5

Physical resource planning and evaluation
support institutional goals and are linked to
other institutional planning and evaluation
efforts, including district or system planning
and utilization where appropriate.

Descriptive Summary

The college-wide Planning and Budget Committee
is the guiding force to assess and determine the
needs of the campus. The membership of this
committee is drawn from all sectors of the
campus to assure an atmosphere of shared
governance. The annual program review process
helps to address individual program facility and
resource needs. Long-term planning was
addressed through the hiring of a consultant for
the Vision 2010 project in 1994. This was done
in an effort to provide an inventory and
assessment of all current campus facilities. This
was actually a district project that encompassed
all five units comprising the CCCD.

Self Evaluation

The Facilities Committee meets to review
projects and prioritize campus needs. Under the
Deferred Maintenance Program, application is
made for state funds. Upon receipt of funds, a
campus priority list is addressed to best disburse
the allocation to the most critical campus needs.
In recent years the disbursement of Block Grant
funds and PFE (Partnership for Excellence) has
been a campus-wide planning effort. Each
individual on campus is invited to submit
proposals targeting program needs. These
proposals were reviewed and prioritized by the
Instructional Planning Team and the Planning
and Budget Committee in order to best serve the
students on campus.

Recently completed ADA-mandated projects
include all campus restrooms, fire alarms, drinking
fountains, automatic doors to major facilities,
and increase in number and conformance to
state and federal guidelines of designated
disabled parking stalls.

The Campus Safety Committee routinely
evaluates the need for health, safety, and
emergency improvements. The Disaster
Preparedness Committee monitors the campus
responsiveness capabilities in the event of a
major disaster such as earthquake, flood, or
power outage. Through the efforts of this
committee numerous improvements have been
made to better protect and serve the college
community. Action has also been taken to maintain
legal compliance when necessary regarding
health, safety, and emergency issues.

Planning A genda

The College should address the issue of a capital
replacement schedule as soon as possible, as
recommended by both the 1986 and 1991
accreditation visiting teams.

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Su pplemental Documents - Standard Eight

• Accident Report Form (Safety)

• Board Policy CCCD 030-4-8
(Educational Programs and Student
Relationships - Accomodation for
Students with Disability)

• CCCD Budget Allocation Model

• Chuck Terry and Associates Review

• Department Wish List

• The Educational and Facilities Master
Plan, Vision 2010

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Lee Eastwood

Chair

John Breihan
Janet Houlihan
Steve Ludwig
Barbara Pogosian
Jack Wadhams

Huntington Beach

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Standard Nine: Financial Resources

9A: Financial Planning

9A,1: Financial planning supports institutional
goals and is linked to other institutional
planning efforts.

Descriptive Summary

The College has an approved Mission, Vision,
Principles, and Philosophy Statement (MVPPS),
adopted in 1999, that is used for financial
planning. Program budget units annually review
and update their goals guided by the College’s
MVPPS. Each budget unit conducts an annual
program review of their goals. The program
budget unit goals are forwarded to their respective
planning teams - Instructional Planning Team
(IPT), Student Services Planning Team (SSPT),
or Administrative Services Planning Team
(ASPT) for review. The program budget unit
goals then become the basis for yearly program
review. Budget allocations to the District’s
colleges are made via the District’s Budget
Model.

(see CCCD Budget Allocation Model)

Allocations to the various program budget units
are typically “rolled over” from year to year.
Program budget units have discretion in the allo-
cation of their non-fixed budgeted allotments
subject to their established yearly goals.

planning goals as prioritized by the three
planning teams. In some cases the College
President exercises his discretion in allocating
discretionary funds for projects which offer
exceptional opportunity and require fast action.

The^ College is in a state of transition with
respect to the planning and budget process. A
task force established by the PBC has designed a
new model that has been approved by the PBC,
the Academic Senate, and the employee unions
and is planned for implementation in Fall 2000.
The new model will more clearly define the
structure and process of planning, budgeting,
and policy making and will clarify the goals and
assumptions upon which the model is based.

Self Evaluation

Limited and uncertain funding and unanticipated
emergencies have made it difficult to implement
financial plans that support all of the institutional
goals and those of the program budget units.
Since 1996 the College has made budget
cuts of approximately 2.5 million dollars.
Consequently, for the past four years, budget
development activities have focused primarily
on expenditure reduction and restructuring. The
College has entered into a three-year
stabilization period and is under pressure to
increase enrollments in order to maintain the
current funding base. The College, however, has
been able to move forward with new technology
and programs using categorical and Block Grant
funds.

Discretionary monies such as Partnership for
Excellence Funds (PEE), end-of-year carryovers,
salary savings, and state equipment Block
Grants are allocated by policies and procedures
formulated and/or approved by the College’s
Planning and Budget Committee (PBC). The
PBC uses the MVPPS in budget planning and in
allocating funds. Discretionary funding to the
program budget units is based on yearly

Even though the College has developed a
process to link budget and planning, 59% of
those surveyed in the recent faculty/staff survey
do not clearly see and understand this linkage
and the concomitant process to allocate financial
resources. This response may be due in part to
budget reductions and inadequate resources to
fund all priorities. In addition, the process is not

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well documented. The development and
approval of the new planning and budget model
is an attempt to better articulate the process to all
campus constituencies.

{see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey)

Planning Agenda

1. Improve the budget development process
and strengthen its relationship to planning
by implementing the new planning, budget,
and policy-making model.

2. The goals implied in the MVPPS need to
be clarified by developing specific and
prioritized objectives that are reviewed
on an annual basis.

9A.2: Annual and long-range financial
planning reflects realistic assessments of
resource availability and expenditure
requirements.

Descriptive Summary

Annual financial planning begins in January
with the adoption of the District’s budget
development calendar and the disclosure of the
Governor’s proposed budget for community
colleges. As the year progresses, state-level
activities, such as the “May revise,” funding
bills, and negotiations between the Governor’s
office and the Legislature, are closely followed;
and the District’s tentative budget is developed.
Expenditure budgets are rolled forward from the
current budget year with adjustments based on
priorities established to support staffing needs,
contractual and leasing obligations, program
needs, and prioritized program and facility
improvement plans. After the Governor signs

the state budget, revenue estimates are finalized
in the District’s adopted budget. Applying the
formulas published in the District’s Budget
Allocation Model, the College is allocated its
portion of the District’s revenues.

The District permits the College to allocate
revenues to support its programs and plans. The
College is responsible for developing, managing,
and balancing its campus budget. Historical
budget development is utilized and expenditure
needs are expressed through channels for
decision making described above (9.A.1). Local
income streams are assessed and estimated.
Expenditure requirements are matched to
expected income, and the College budget is
developed. Monitoring and budget changes
occur throughout the year. The College and its
departments are responsible for balancing
budgets.

As a result of declining enrollments, the District
entered into a three-year “stabilization” period
beginning in fiscal year 1999-2000. Significant
enrollment growth must be achieved. Financial
planning is focused on achieving growth
requirements.

Self Evaluation

Uncertain state-level funding (a consequence of
the state’s annual budget adoption process)
combined with the difficulty of projecting
enrollment growth constrains the District’s
ability to perform long-range financial planning,
thus requiring the College to increase efforts to
plan and adjust annual priorities.

Although enrollment declines and increased
costs for staff and medical benefits have resulted
in significant budget cuts, the District and the
College have remained solvent. Fiscal shortfalls
have sharpened the focus on realistic assessments
of resources and expenditures. Budget projections
and expenditure reviews occur on a regular

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basis. This tight fiscal situation has revealed the
need to closely control unbudgeted expenditures,
particularly in the area of adjunct and overload
faculty expenses.

The District has entered into a contract with
Protocol National, Inc. (PNI) to develop a
software system to integrate data for students,
human resources, and finances. This system,
which is scheduled to be operational by July
2000, should provide improved information for
financial planning.

As a result of major College planning efforts,
such as the recent change to the 16-week semester
calendar, the establishment of block scheduling,
the focus on outreach and public relations, and
the addition of new instructional plans, the
College is on track to meet its enrollment target
for the 1999-00 school year. This target represents
significant one-year growth exceeding 1,000
FTES. Continued enrollment growth for 2000-01
and 2001-02 will be a major goal of the College.
Consequently, financial planning must be
focused on achieving enrollment growth
requirements. This growth must occur within the
funding constraints of the stabilization model.

Planning Agenda

1 . Continue to develop plans and programs
that result in enrollment growth.

2. Develop improved college-level adjunct
and overload planning and monitoring
procedures.

3. Fully implement the PNI software system.

9.A.3: Annual and long-range capital plans

support educational objectives and relate to the
plan for physical facilities.

Descriptive Summary

The District has a long-range capital plan (Vision
2010) that provides general direction for major
capital projects for the District and the College.
The College’s Director of Maintenance and
Operations, under the guidance of the President,
Vice Presidents, and in collaboration with the
District, develops and implements the College’s
annual and long-range facilities’ plan that is
regularly reviewed by the Facilities Planning
Committee, a sub committee of the College’s
PBC. The Facilities Planning Committee
presents its proposals to the College’s PBC that
utilizes the MVPPS to prioritize the objectives
of the facilities’ plan.

Self Evaluation

The District’s Vision 2010 Plan, which was
developed in the early 1990’s, needs to be updated
to reflect changes in enrollment patterns,
curriculum, and anticipated facilities needs.
Capital plans have focused on improving aging
physical facilities and on supporting the
development of educational programs that
promote enrollment growth. Declining enrollment
and increased costs for personnel and medical
benefits have reduced the dollars available for
improving physical facilities. For example, in
1999-00 local matching funds for the deferred
maintenance program were reduced from 50%
to 10%, thus limiting the number of funded
deferred maintenance projects. However, at the
same time, the College has successfully obtained
campus improvement dollars from the District
and from various local sources to launch a
successful campaign to improve the physical
facilities.

The Fall 1999 Accreditation Self-Study
indicates that the decision-making process for
capital expenditures is not well understood.

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Survey results indicate that only 28% of those
surveyed agreed, while 36% disagreed, that
capital plans support educational objectives and
relate to facilities planning. These survey results
may indicate a lack of awareness of the financial
planning and budget processes in general.
Perhaps an inordinate amount of personnel
change in the administrative personnel structure
has contributed to this perception.

Planning Agenda

1. The District needs to update its long-range
Vision 2010 Plan.

2. The College needs to better inform the
campus community about the reasoning
and procedures behind capital planning
efforts.

9AA: Institutional guidelines and processes
for financial planning and budget development
are clearly defined and followed.

Descriptive Summary

The budget development procedures presented
in 9.A.1 above summarize the guidelines and
processes for financial planning and budget
development at the College level. The newly
developed MVPPS and the new decision-making
model will be fully implemented in Fall 2000.

The District publishes an annual budget
development calendar that identifies operational
and legal time frames for budget development
activities. The College adheres to this Board
approved budget development calendar. Budget
development worksheets are completed by each
cost center. These worksheets form the basis of
the yearly rollover portion of the budget.

Self Evaluation

Declining enrollment at the College has been the
major focus of financial planning and budget for
the past few years. This is especially true at the
present time in response to the College’s and
the District’s stabilization status. Within this
environment, the processes to allocate college
resources and distribute new monies such as
Partnership for Excellence and state Equipment
Block Grant funds have been constantly evolving
and changing. While there has been campus-wide
constituent input into these processes, the
procedures for approval are not clearly
communicated. Consequently, while the
processes are communicated and defined for
PBC purposes, there is not campus-wide
understanding. In addition, the recent organizational
changes at the executive management level have
made it difficult to define clear directions for
planning. The development of the new planning
and budget model is an attempt to address these
issues. The new model clearly states assumptions
and defines the structure and processes to be
followed in the planning and budget process.

Some consequences of the lack of a well-defined
financial planning and budget development
process are apparent in the results of the
accreditation survey mentioned above. Items
related to financial planning and budgeting
elicited the greatest amount of disagreement.
Almost 42% of the respondents disagreed (26%
agreed) that the guidelines are clearly defined
and followed. Almost 52% of those surveyed
disagreed (22% agreed) that financial information
is dependable and timely. Nearly 59% of the
respondents disagreed that there are clear
connections between planning, budgeting, and
the allocation of financial resources. Fifty
percent disagreed (20.3% agreed) that facilities
planning is adequate and linked to other
institutional planning and evaluation efforts.

(see Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey)

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The adoption, implementation, and dissemination
of the new planning and budget process may
change the campus perceptions through increased
comprehension of the procedures involved.

Planning Agenda

The campus community needs to be better
informed about the underlying assumptions
driving the planning and budget process and
about the process itself. Process and plans must
be clearly communicated to the campus community.
A campus newsletter should be published to
report significant events, programs, and
decisions to faculty and staff.

9.A.5: Administrators, faculty, and support
staff have appropriate opportunities to participate
in the development of financial plans and
budgets.

Descriptive Summary

Administrators participate in the financial
planning and budgeting process via their
involvement in and interactions with the
College’s PBC, the Deans’ Council,
Administrative Services Managers’ meetings,
the President’s Administrative Council (meets
monthly) and meetings of the IPT, SSPT, and
the ASPT.

Faculty and support staff participate in the
financial planning and budgeting process directly
by their involvement in the budget unit program
reviews and indirectly via their representatives
on the numerous planning teams and the
College’s PBC.

Self Evaluation

In most cases, administrators, faculty, and
support staff have appropriate opportunities to
participate in the development of financial plans
and budgets. However, not all staff members are
aware of or take advantage of the existing
opportunities to participate in the development
of financial plans and budgets. This creates the
perception that some important decisions are
made at higher levels absent campus-wide
participation.

Planning Agenda

Encourage increased involvement by faculty and
staff in budget development at all levels of plan-
ning and budget development.

Standard 9B: Financial Management

9.B.1: The financial management system
creates appropriate control mechanisms and
provides dependable and timely information
for sound financial decision-making.

Descriptive Summary

Golden West College currently utilizes two
financial management systems to maintain its
financial records. One system is for college
general funds and the other system is used for
college auxiliary operations. Golden West,
being part of a larger district, uses a district- wide
financial system to account for its general fund
expenditures. This includes the College’s state
allocation as well as any money received
through state, federal, or local sources. Monthly
reports on these accounts are distributed by the
District to department heads or unit managers

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for their review within a week of month-end.
Individuals can also obtain a current copy upon
request from the College’s Fiscal Services
Office. This allows managers to make decisions
based on the most up-to-date information.

The District is currently working with Protocol
National, Incorporated (PNI) to create a new
system which will encompass student, personnel,
and financial record keeping on one integrated
system. There were many attempts to create
such a system in the past, but they have been
unsuccessful. The District and the College are
very optimistic that this system will come to
fruition and be successful. This new system will
allow college-wide access to financial records so
decisions makers will have current information
readily available.

The financial records for the college’s auxiliary
programs such as the Bookstore, Foundation,
Community Services, and the Associated
Student Body are maintained at the college level
on a second system called MAS90. Although the
ultimate goal of the District is to have auxiliary
accounting systems integrated with the
district-wide accounting system (in two to three
years), the College’s Fiscal Services Office is
currently installing Dynamics, a new accounting
package. Dynamics will allow for better controls
and permit the College to implement tracking
mechanisms that have not been maintained
before. Currently, reports are distributed upon
request to the directors of the auxiliary
programs.

A successful computerized financial accounting
system is essential to the financial management
of the College. The current system that exists
within the District is not the ideal system, but
changes have been made in the recent past that
allow for it to provide more accurate and more
timely information.

The District and Golden West College are hopeful
that the new PNI system will be a success and
that it will allow better controls and online
“look up” capabilities campus wide. Although
the financial management portion of the new
system is still under development, the District is
looking forward to implementing online
signature codes and account balance verifications
that allow for better financial management. The
College is currently installing new hardware
campus wide so that we can fully utilize this
new system and allow access for as many
individuals as possible.

The District and Golden West College continually
work throughout the year to provide good
controls over their financial resources. Annual
audits are conducted and recommendations are
made to the District and College on how to
implement better controls and safety measures.
These recommendations are taken very seriously
by the Board of Trustees and all support staff
and are implemented immediately.

Planning Agenda

In both district-wide and college-wide financial
systems, there are controls in place. While some
of these controls are computer-generated, there
are still some that are left to individuals to ensure
that controls are followed. In order to ensure that
these controls are maintained, several steps are
taken: Annual audits are conducted; the internal
auditor meets regularly with individuals on
campus; separation of duties is maintained, as
well as checks and balances. Before any financial
transaction is complete, there are several review
points.

1 . Implement the new PNI and Dynamics
systems to allow better financial
management.

2. Continue to evaluate and implement
better controls to ensure financial security.

3. Implement a training schedule to permit
staff to utilize the system to its full capacity.

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9,B,2: Financial documents, including the

budget and independent audit, reflect
appropriate allocation and use of financial
resources to support institutional programs and
services. Institutional responses to external
audit findings are comprehensive and timely.

Descriptive Summary

There is very little discretionary money at
Golden West College. The majority of the
College’s funds are dedicated to salaries and
benefits. The College is currently in stabilization
and is working desperately to increase its FTES
to ensure that there will be no major decrease in
funding from the state in the next two to three
years. Although the College budget and audit
report reflect appropriate allocations to programs
and services, the College has improvements that
they would like to make to enhance existing
programs and services, but little resources to do so.

Each year budget development worksheets are
distributed to the appropriate staff to complete
and turn in with their proposed changes and
recommendations. These worksheets are
reviewed and the recommendations are forwarded
to the College Planning and Budget Committee
for review and prioritization. When possible,
these recommendations are implemented. Once the
College has completed its budget process, the
District submits a district-wide budget to the
Board of Trustees for review and approval.

As additional funds become available, such as
Partnership for Excellence or Block Grant,
applications for proposals are distributed,
reviewed, and the recommended proposals are
funded. Because there is little discretionary
money at Golden West, these other funds allow
the College to invest in programs that otherwise
might not be funded.

The District contracts with an external auditing
firm to perform an extensive annual audit
district wide of all financial records and
procedures. The firm that the District is currently
contracting with specializes in school district
audits. This allows for the firm to have a better
understanding of the sources of funds and the
state guidelines on how to account for these
funds.

The Coast Community College District’s Board
of Trustees takes the annual audit very seriously.
Any findings or recommendations are viewed as
significant and need to be corrected immediately.
The audit encompasses both financial and
compliance issues. For each finding or
recommendation, the appropriate staff member
is asked to prepare a response. An interim audit
is also performed to ensure that the previous
year’s audit findings have been corrected.

Self Evaluation

The District’s Annual Financial and Budget
Report to the State (CCFS-311) and the annual
external audit all demonstrate the District’s
commitment to compliance, budgeting, and
expenditure reporting. There are many regulations
that the District must conform to in compliance
with state and federal mandates. The District as
a whole does an excellent job of complying with
these regulations. In the District audit report
dated June 30, 1998, there was one issue of
non-compliance that applied to each campus as
well as the district office. Equipment that was
purchased with Economic Development funds
was not being inventoried as such. The District
is working towards implementing a program to
ensure that every piece of equipment purchased
with state or federal monies of any type will be
marked with a fixed asset tag and inventoried
appropriately. The fact that there were so few
compliance issues in a district this size
demonstrates the District’s commitment to

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ensure that funds are spent according to mandated
regulations and in support of instructional and
student support functions.

(see Annual Independent Auditor ’s Report,
June 30, 1998; District's Annual Financial
and Budget Report to the State - CCFS-311 )

The Coast Community College District’s Board
of Trustees also works very closely with our own
Internal Audit Department to constantly strive to
better the processes of the District. The campuses
work closely with the internal auditor to review,
recommend and implement processes that will
ensure tighter controls over the District’s financial
resources. This dedication to quality further
demonstrates the District’s commitment to
safeguarding their financial management
procedures.

Planning Agenda

1 . Continue to research the needs of various
district and campus programs and strive to
improve programs college-wide to better
serve the student population.

2. Continue to work with the appropriate
internal and external agencies to ensure
that the College stays in compliance with
state and federal regulations.

9,B.3: The institution practices effective

oversight of finances, including management
of financial aid, externally-funded programs,
contractual relationships, auxiliary organizations
or foundations, and institutional investments.

Descriptive Summary

the College maintains stringent controls over
finances. This includes both auxiliary operations
as well as general fund allocations. These financial
management systems allow the College to budget,
expend, and report the use of financial resources
in the appropriate manner and categorize these
items according to state-approved guidelines.
Monthly review of financial statements allows
college management to make effective decisions.

Financial aid and externally funded programs
are monitored not only at the campus level, but
also at the district level, which ensures that proper
controls are in place and funding agency
regulations are followed. These programs are
also included in the district-wide audit to ensure
compliance. These other funding sources are
vital to the successful operation of the College
and are administered to ensure continued funding.

The finances for the campus-based auxiliary
operations and the Foundation are maintained at
the campus level. The same firm that completes
the district-level audit also audits these records
annually. Compliance and oversight of these
records are vital to the continual operation of the
Bookstore, Community Services, Associated
Student Body, and the GWC Foundation. It is
the reserves of these funds that the College
utilizes to make appropriate investments.

Institutional investments are reviewed monthly
by the Fiscal Services Office as well as the Vice
President of Administrative Services to ensure
that funds are invested in items that will generate
the highest return and yet maintain a high level
of security. The College’s Foundation has an
approved investment policy, which is utilized by
the Foundation Board when making investments.
There is also an Investment Committee within
the GWC Foundation, which oversees the
investments and the finances of the Foundation.

Through the district financial management
system as well as the college-based MAS90
(soon to be Dynamics) accounting software.

All contracts that involve the District are to be
Board approved prior to initiation. Contract-
related issues are discussed in detail in section
B.5 of this report.

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Self Evaluation

The District has very strict guidelines and
procedures that are followed to ensure effective
oversight of finances. The College adheres to
these regulations because they know that failure
to comply could result in decreased funding.

9,B,4: Auxiliary activities and fund raising
efforts support the programs and services of
the institution, are consistent with the mission
and goals of the institution, and are conducted
with integrity.

Descriptive Summary

Personnel both at the College and District track
the grants, Financial Aid, and other program-
specific funds very closely. The College's Fiscal
Services Office monitors grants and works closely
with the District to ensure that the expenditures
comply with the. guidelines of the grant.
Campus-based program directors also work
closely with the above mentioned departments to
ensure that there is appropriate review of all
expenditures and that necessary reports are filed
with the funding agencies.

Golden West College has five main auxiliary
operations that support the efforts of the
College: the Bookstore, Foundation, Associated
Student Body, Community Services, and an
independent corporation called the Enterprise,
which is a campus-based swap meet. Each of
these entities sustains the mission of the College
in some aspect and is self-supporting so there is
no financial support necessary from the District
or the College’s general fund.

The District maintains accounts and investments
for all state allocations and does so through
FDIC insured accounts. The auxiliary funds,
which are maintained by the campus, are invested
in money markets, certificates of deposit, some
government bonds and government bills, and
some domestic funds. All funds are reviewed
regularly to ensure that monies are secure.

Both of the new accounting software packages
will allow for better controls and more accurate
tracking. The District and the College are
excited about these new possibilities and look
forward to making the process more efficient.

Planning A genda

1 . Continue to work to develop and implement
the new financial management systems for
both district-wide funds as well as the
auxiliary accounts.

2. Work to improve tracking systems to
ensure compliance with categorical
program requirements.

The Bookstore works closely with the faculty
and the deans to supply the students and the
campus with quality products at reasonable
prices. They are constantly striving to increase
their profits by cutting costs so that they can give
back to the College in support of programs and
services. They help support a number of
programs that otherwise might find it difficult to
operate as effectively as they do.

The Foundation has its own Mission Statement,
which directly coincides with the Golden West
College Mission Statement. The Foundation’s
goal is to “generate community support for
scholarships, capital needs, and special projects
to assure quality education to the community.”
The Foundation holds an annual fundraiser and
utilizes these profits to support college-wide
“wish lists” and student scholarships.

The Associated Student Body is mainly run by
the students for the students. This program does
have a Director of Student Activities who helps
the students follow procedures and adhere to
district policies, but the students decide how the
money is spent and for what programs. They
also conduct small fundraisers to earn money for
additional college support.

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Huntington Beach

Community Services and the Enterprise,
although accounted for separately, are alike in
that they both exist to serve the community.
Community Services offers programs for those
individuals who are interested in taking a course,
but either do not want college credit (units) for
the class or do not want the traditional 16- week
course. The Enterprise offers the community a
service by providing facilities and coordination
for a well-organized swap meet.

All of the auxiliary programs and the Foundation
of Golden West College adhere to very strict
controls and district-wide compliance issues.
Each of these entities is included in the annual
audit, and their finances are reviewed and
tracked very carefully.

Self Evaluation

The Golden West College Foundation recently
announced its plans to further fund-raising
endeavors by increasing their annual campaign
to $100,000 and engaging in a capital campaign
for a much-needed campus project. By taking the
initiative to increase their support to the College,
the Foundation further strengthens community
involvement.

Auxiliary operations and fund-raisers are in
direct support of Golden West College’s
programs and services. The District’s policies
and procedures on fund raising and receiving of
gifts are quite clear, and those guidelines are
strictly followed. The goals and activities of the
auxiliary organizations directly support the
College’s programs and service needs. The
Board of Trustees as well as College and District
staff participate actively in these auxiliary
programs to ensure continued compliance and
successful communication.

Planning Agenda

1 . Increase awareness of the College community
of the support offered by auxiliary programs.

2. Continue, through the Foundation as well
as the auxiliary operations, to support
college programs and services.

P.B.5; Contractual agreements with external
entities are governed by institutional policies
and contain appropriate provisions to maintain
the integrity of the institution.

Descriptive Summary

Each contract that the College would like to
enter into goes through a series of approvals
before it is accepted. At the College level, the
president, a dean, the Fiscal Services Office, and
the vice president directly in charge of the
requesting department must all sign an approval
sheet for the potential contract. If necessary, the
Vice President of Administrative Services works
with legal to ensure that the College is held
harmless and that termination clauses are clear.
After it is reviewed at the campus, it is then
submitted to the Board of Trustees for approval.
It is at this point, after Board approval, that the
contract may be signed. The Vice Chancellor
of Administrative Services must sign all
contracts for the District; and in some cases, the
Vice President of Administrative Services signs
on behalf of the College. A fiscal impact
statement is written on the Board agenda for
each potential contract.

Self Evaluation

The District has developed policies and procedures
on contract management, and it is vital that these
guidelines be followed. The District is very clear
as to who can sign a contract. It is the District’s

Golden West College | Huntington Beach, CA

Huntington Beach

policy not to enter into any agreement that does
not fit within the scope and mission of the
College or the District.

Planning Agenda

Review and educate staff on the guidelines of
contract procedures to ensure proper controls.

9,B,6: Financial management is regularly

evaluated and the results are used to improve
the financial management system.

Descriptive Summary

The District is very thorough and continuous
in its review of financial management and the
controls that exist. The financial management
system is always under scrutiny by auditors,
financial managers, and staff. Each works together
to improve the system that we have currently.
The annual external audit provides a set of
objective opinions on current operations and
encourages District and College personnel to
make improvements. These suggestions and
findings are carefully monitored by the Board of
Trustees to ensure compliance. The District
Information Services Department works closely
with personnel to implement changes in programs
to ensure that controls are in place.

Self Evaluation

As noted in B.l, the District is currently
undergoing an extensive review of the financial
management system. As they prepare to switch
over to the new, integrated system, there are
many discussions on how to further enhance
existing controls as well as install new controls
to ensure financial security.

Until the new system is installed, which is
scheduled for March 2000, the District and the
College will continue to manage with the existing
system. There have been vast enhancements to
the existing system over the years. Until the new
system is on-line and fully implemented, the
College will continue to improve current
processes to ensure appropriate financial
management.

Planning A genda

1. Continue to evaluate and work with the
existing financial management system to
ensure proper safeguards until the new
system is installed.

2. Continue to research and implement the
new financial management system to
improve financial controls.

Standard 9C: Financial Stability

9,C,1: Future obligations are clearly identified
and plans exist for payment.

Descriptive Summary

Golden West College is one of three colleges
that comprise the Coast Community College
District. Only the District has the authority
to enter into future financial obligations. The
District’s future obligations are clearly
recognized in its annual Independent Auditor’s
Report.

The District paid approximately $3.2 million in
1998-99 for its post-retirement employee health
benefits plan; and as a result of a 1997 actuarial
study, it has incurred a future liability for these
benefits of approximately $50 million.

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Intermediate-term capital and operating leases
exist that obligate the District to current and
future lease payments of approximately $5.5
million.

The District has two long-term lease agreements
that provide for the financing of the acquisition
of real property and the construction of various
educational facilities. The May 1, 1997, refunding
of the Coastline Community College Center by
the District resulted in the re-issuance of
$10,600,000 of Certificates of Participation
(COPS) with annual payments of approximately
$890,000, terminating in 2016. Additional
classroom space resulted in the 1996 issuance of
$7,765,000 in COPS with annual payments of
approximately $720,000, terminating in 2015.

In 1998, the District entered into a $5,330,000
long-term loan agreement with the State Energy
and Water Efficiency Revenue Bond Project for
various energy efficiency projects. Annual
minimum loan payments are $400,000 per year.

Additionally, according to Governmental
Accounting Standards Board (GASB), Section
16, the District recognizes its vacation leave
obligation to be approximately $3,400,000 as of
the year ending June 30, 1998.

Self Evaluation

The District funds the payment of its debts
through annual budget allocations. The obligations
and the payment structures are independently
audited annually. The debt levels are reasonable
and within the acceptable limits recognized by
the independent auditor.

Planning Agenda

None

Huntington Beach

9.C.2: The institution has policies for appropriate
risk management.

Descriptive Summary

The District operates four self-insurance
funds: Comprehensive Liability Fund,

Property/Casualty Loss Fund, Workers’
Compensation Fund, and the Health and
Benefits Fund. These funds are utilized to
manage first-level protection and payment of
claims.

Comprehensive liability and property/casualty
are self-insured to the $50,000 level. For these
two areas of insurance coverage, the District
belongs to the State-wide Association of
Community Colleges (SWACC) Joint Powers
Agreement entity, which provides coverage to
the $5,000,000 level. The Schools Excess
Liability Fund (SELF) Joint Powers Agreement
provides coverage to the $20,000,000 level.

Workers’ Compensation Insurance is provided
through the Fremont Policy. Keenan & Associates
is the District’s claims administrator for
Workers’ Compensation.

The Health and Benefits Self-insurance Fund
has an individual stop-loss coverage policy at
the $125,000 level. Student accident coverage is
provided by the Student and Athlete Insurance
Network (SAIN), which is covered by Blue
Cross through the brokerage services of Student
Insurance of Los Angeles.

Peripheral insurance policies are purchased
through the District’s insurance broker. Marsh
Incorporated. These policies afford coverage for
Art, Foreign Workers’ Compensation, Marine
and Excess Protection and Indemnity, Mexican
Automobile, Travel Accident, Swap Meet
Vendor Liability, and CCCD Ente^rises
Directors’ and Officers’ Liability.

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District policy and administrative procedures
provide rules and guidelines for the establishment
of safe and healthy work environments. Injury
and illness prevention programs exist for
students and employees. District and College
level Safety Committees are actively responsible
for safety practices, site inspections and preparation
of all state, county and district-required disaster
preparedness plans.

Self Evaluation

Insurance coverage appears to be adequate. The
District and the JPA organizations provide
resources for training in the areas of safety,
hazardous materials, liability, and emergency
preparedness. The Coast Community College
District’s Safety Committee is active and monitors
district-wide safety issues including workplace
safety and hazardous material handling. A
hazardous material removal schedule ensures the
removal of hazardous material six times a year.
The Golden West College Safety Committee
meets once a month and is responsible for
identifying and proposing corrective actions for
conditions that constitute a safety or health
hazard on campus.

A District-wide focus on improvement of
workplace safety has reduced incidents and kept
Workers’ Compensation claims’ costs at a very
reasonable level. Accident/incident reports and
“unsafe conditions” reports are given immediate
and serious attention resulting in safer school
and work environments.

Planning Agenda

None

9,C,3: Cash flow arrangements or reserves
are sufficient to maintain stability.

Descriptive Summary

The College receives its annual general revenues
based on the CCCD Budget Allocation Model
adopted by the District nine years ago. The
College is permitted to carry-over ending
balances in all of its programs.

The District receives its general fund revenue
from a combination of local property taxes,
student fees, and state apportionment based on
state revenue allocations to community college
districts. Timing differences relative to state
monthly allocations and district payment
obligations create cash flow problems.
Therefore, the District continues to issue Tax
Revenue Anticipation Notes (TRANS) in order
to maintain a positive cash position throughout
the year and to some extent to augment the
District’s interest income. As a result of closely
monitoring revenues and expenditures on a time-
ly basis and appropriately revising the budget as
needed, the District has maintained a reserve of
between three and five percent.

Self Evaluation

District reserves have increased by approximately
one percent over the past three years, from three
percent of unrestricted revenues to a budgeted
four percent for the 1999-2000 fiscal year. The
District is cognizant of both the necessity and
the financial leveraging of its various long-term
obligations and has no intention of over-committing
future general fund revenues to long-term
financing. Single year TRANS notes are repaid
on schedule. This year’s $14,000,000 TRANS
will be retired in two increments prior to the
conclusion of the fiscal year.

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Golden West College | Huntington Beach, CA

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Huntington Beach

The District experienced a significant decline in
enrollment in the 1998-1999 school year from a
target of 30,614 FTES down to a stabilization
base of 27,790 FTES. 1999-2000 begins a
three-year, stabilization-funding situation in
which the District receives declining enrollment
revenues and has three years to make growth
enrollment targets.

Planning Agenda

The College and the District must focus on
achieving growth enrollments in an environment
in which there will be no growth money until
stabilization targets are achieved. Therefore,
growth must occur within current revenue limits.
The institution must operate in a very efficient
and creative manner to achieve its stabilization
targets.

9.C.4: The institution has a plan for responding

to financial emergencies or unforeseen
occurrences.

Descriptive Summary

The District’s four percent reserve and insurance
program provides resources to manage financial
emergencies. Additionally, revenues and
expenditures are closely monitored throughout
the year for indications of the need to adjust
budgets to keep within spending plans and
reserve targets.

Self Evaluation

Insurance programs and reserve goals are
evaluated on an on-going basis. The budget
development process determines the resources
available to fund programs and to meet
obligations. The District’s property and liability
insurance programs limit exposure to $50,000
per occurrence, which provides protection to its
reserves.

Planning Agenda

The District will continue to monitor its fiscal
and insurance needs to ensure financial
stability and the ability to respond to unforeseen
occurrences.

Su pplemental Documents - Standard Nine

CCCD Budget Allocation Model

District’s Annual Financial and Budget
Report to the State (CCFS-311)

Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey

Annual Independent Auditor’s Report
(June 30,1998)

Mission, Vision, Principles, and Philosophy
Statement (MVPPS)

Vision 2010 Plan

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Accreditation Self-Study
1999 - 2 () 0 ()

Richard Porter .

Co-Chair

Gary Stratton

Co-Chair

Dibakar Barua
Rozanne Capoccia
Brian Conley
Dolores Harper
Valerie Venegas

Huntington Boach

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Huntington Beach

Standard Ten: Governance and
Administration

A. Governing Board

A. 7 The governing board is an independent
policy-making board capable of reflecting the
public interest in board activities and decisions.
It has a mechanism for providing for continuity
of board membership and staggered terms of
office.

Descriptive Summary

Five public members elected at large for a term
of four years comprise the Coast Community
College District Board of Trustees. Staggered
election of board members ensures its continuity.
Each trustee represents one of five geographical
areas that together represent the entire District,
each having approximately the same number of
registered voters. In order to equalize trustee
area population, the trustee areas are reapportioned
in the year following the release of federal
census data collected through the national cen-
sus. The Board includes a student trustee who is
appointed each year from a group of student
government leaders at the three colleges in the
District and is a nonvoting member.

The Board determines the broad general policies
that govern the operation of the District. The
Board has full responsibility for approval of the
budget, instructional programs, construction and
maintenance of buildings, appointment of staff,
and general operation of the District.

The Board defines the goals and mission of the
District with input from the Chancellor and
others through shared governance. The Board
participates in the strategic planning process that
establishes the District's goals and objectives.

The duties and responsibilities of the Board of
Trustees include considering communications
and requests from citizens or organizations on
matters of policy and management, considering
reports from the Chancellor and Presidents of the
colleges in the District concerning the programs
and conditions of the District, and ruling on the
recommendations of the Chancellor in all
matters of policy pertaining to the welfare of the
District.

Any segment of the district community can submit
policy proposals through the shared governance
process. Policies are presented to the Board for
the first time as an information item and acted on
at a subsequent meeting.

The District works diligently at providing
information to the public it serves regarding
scheduled agenda items for each board meeting.
The notice of board meetings and study sessions
are posted in locations throughout the District
and sent to several local newspapers. The board
ensures that the public interest is reflected fairly
and accurately in the decisions and activities
through both action and pending items and
issues before the Board. Public comment is also
invited at each board meeting and study session.

Self Evaluation

The rules and regulations of the Board of
Trustees and college policies provide a clear
definition of board responsibilities (CCCD 010-2).
Being elected by voters in their trustee areas,
trustees reflect public interest. There is a mechanism
for providing continuity of board membership
because terms are staggered. The Board of
Trustees has one current member who has served
on the Board since 1983, and two members have
served since 1985 and 1987 respectively. The
two newest members have served since 1996
and 1998.

(see CCCD Trustee History)

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That the Board of Trustees meets this standard
(A. 1.) is evident to those faculty/staff/administrators
who are most involved in college and district-wide
governance activities, but perceptions vary
throughout the College. When asked on a survey,
faculty/staff/administrators responded to questions
this way:

"The Board of Trustees acts in a manner consistent
with published board policies or by-laws." Of 61
respondents 54.9% agreed, 11.3% disagreed and
33.8% were neutral.

"District policies and practices are regularly
evaluated and revised as necessary." Of 66
respondents, 33.3% agreed, 34.8% disagreed and
3 1 . 8 % were neutral .

Planning Agenda

1. A better dissemination of Board policy and
changes to the policies would be informative
and help alleviate misconceptions.

2. The Board might consider posting public
items on the District web site in addition
to their public posting sites.

A,2 The governing board ensures that the
educational program is of high quality, is
responsible for overseeing the financial health
and integrity of the institution, and confirms
that institutional practices are consistent with
the board-approved institutional mission
statement and policies.

Descriptive Summary

The Board ensures the quality of the educational
program by establishing policy and broad direction
for the three colleges and the television station.
This has created a system of autonomous local

institutions which are allowed to develop strategies,
goals, and objectives that implement the broad
policy directives of the Board. Local constituent
views are both supported and respected by the
board. The Board receives, on a regular and
routine basis, college progress reports on stated
college goals, mission, objectives and current
operational activities. This allows the Board
to balance policymaking responsibility without
micromanaging the College.

Financial oversight and fiduciary responsibility
has been a hallmark of the Board of Trustees.
The Board has concerned itself with both
College and District reserves and has avoided
the Chancellor's Office fiscal "watch list." The
Coast District is in excellent fiscal health.

The Vice Chancellor of Administrative Services
meets on a monthly basis with the Vice
Presidents of Administrative Services from each
campus to discuss the financial health and
integrity of the District. The Chancellor meets
on a regular basis with the Presidents and line
staff to review institutional practices and fiscal
stability. The college Presidents provide the
Board with reports on Instruction, Student
Services, and Administrative Services.

Self Evaluation

The Board of Trustees receives regular reports
related to enrollment, financial, facilities,
curriculum, and student services. Periodically
the Board will schedule special meetings to
discuss budgets, outside reviews, or curriculum.
The Vice Chancellor of Administrative Services
meets with the Vice Presidents from each
campus to discuss facilities, planning, and
issues. The Chancellor is very accessible to the
Board members and provides them with
requested information .

The Board has created subcommittees to discuss
and plan three major issues: (1) use of excess

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land throughout the district including Golden
West College; (2) a capital campaign for digitizing
KOCE TV for Orange County; (3) Technology
planning. The Board has been proactive in
providing leadership for the future fiscal well
being of the entire district.

Planning Agenda

The Board is actively engaged in supporting the
development of an integrated management
information system. Through creative arrangements
with industry, the Board and the Chancellor have
secured a strong, low-cost, integrated MIS
particular to the needs of the Coast District.
Portions of the MIS have been successfully
implemented, and full implementation of the
system is anticipated within the next three years.

The Board will also explore ways of using the
Internet to disseminate information and reports
about the District, the colleges, and KOCE.

A3 The governing board establishes broad
institutional policies and appropriately
delegates responsibility to implement these
policies. The governing board regularly
evaluates its policies and practices and revises
them as necessary.

Descriptive Summary

The Board of Trustees approves and adopts
policies that are appropriate for the organization
and operation of the District. Faculty, staff, and
administration may recommend changes or new
policies for consideration by the Board of
Trustees. Board policy 010-2-1, approved on
09/03/86, provides for the evaluation and
revision of such policies: "Any Board policy set
forth herein may be amended, revised, suspended

or revoked by a vote of the majority of the entire
Board of Trustees which vote will be recorded
and entered in the minutes of the meeting."
Furthermore, Board policy 010-2-11, approved
on 12/11/91, stipulates that the Board of
Trustees shall "Delegate authority to the
Chancellor as the board executive and confine
board action to policy determination, planning,
overall approval and evaluation, and maintaining
the fiscal stability of the District."

Self-Evaluation

The Board of Trustees takes seriously its
responsibility for setting institutional policy.
Review and revision of policies is also
"understood" to be part of the board's role and
accepted as a serious responsibility. Although
the Board delegates policy research and writing
to staff, it pays careful attention to the language
and intent of each policy that comes forward to
ensure that it is in the best interest of the District
and its three colleges. For example, most recently,
on February 16, 2000, the Board discussed and
adopted Policy 030-4-8, Coast Community
College District Academic Accommodations for
Students with Disabilities.

Planning Agenda

It may be time for the Board to begin revising
some of the more dated policies. The District
began revising policies and procedures in
numerous areas starting in 1988. There are
some policies that date back to the 1980's, and
an effort should be made to analyze dated
policies and delete or revise any prior to 1988.

A.4. In keeping with its mission, the governing
board selects and evaluates the chief executive
officer and confirms the appointment of other
major academic administrative officers.

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Descriptive Summary

Planning Agenda

The rules and regulations of the Coast
Community College District Board of Trustees
clearly define selection, appointment, and the
dismissal of the Chancellor of the District as a
duty and responsibility of the Board of Trustees.

(CCCD 020-1-2.)

As prescribed in the chief executive officer's
contract, the Board annually provides a written
evaluation of the Chancellor. As part of that
review, the Chancellor provides to the Board a
list of written accomplishments and list of
objectives for the year.

Abetter dissemination of evaluation procedures and
the schedule for evaluating District and College
senior level administrators campus-wide would
alleviate some misconceptions.

A,5 The size, duties, responsibilities, ethical
conduct requirements, structure and operating
procedures and process for assessing the
performance of the governing board are clearly
defined and published in board policies or
bylaws. The board acts in a manner consistent
with them.

The Board’s defined duties also include the
appointment or dismissal of employees upon the
recommendation of the Chancellor. The Board
actively participates in the hiring process at the
presidential level. This includes interviewing all
of the top candidates. The Board takes the
recommendation from the Chancellor for all
other major academic officers.

Self Evaluation

Through examination of board minutes, it is
clear that the Board has generally unanimously
supported hiring recommendations made by
the Chancellor. This indicates the Board’s
confidence in delegating this responsibility to
the Chancellor. All hiring approval is done in
open session.

Descriptive Summary

The Coast Community College District Board of
Trustees administers its responsibilities according
to the policies and procedures listed in the
District Manual of Board Policies and
Administrative Procedures and appropriate
sections of the Education and Government
Codes. These district policies are also available
to employees on the district computer network P
drive. Policies 010-2-1 through 010-2-10 clearly
define the size, duties, responsibilities, ethical
conduct requirements, structure and operating
procedures for the Board members, including
the student trustee. These policies are revised as
appropriate, and revision dates are clearly
indicated.

That the Board of Trustees meet this standard is
evident to those faculty/staff/administrators who
are most involved in college and district-wide
governance activities, but perceptions are varied
throughout the College.

Self-Evaluation

There is no written policy for assessing the
performance of the governing board. A
Golden West College faculty/staff/administrator
accreditation self-study survey distributed in
Fall 1999 requested input on three statements
regarding the Board of Trustees:

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1. The Board of Trustees acts in a manner
consistent with published board policies
or by-laws. Of the respondents, 54.9%
agreed; 33.8% were neutral, and 11.3%
disagreed.

2. The Board of Trustees ensure that
educational programs and services are
of high quality. Of the respondents,

37.8% agreed; 37.8% were neutral, and
24.4% disagreed

3. The Board of Trustees has performed
responsibly in overseeing the financial
soundness of the district. Of the respondents,
34.5% agreed; 31.0% were neutral, and
34.5% disagreed.

In June, 1995, the Board adopted a Governing
Board Self-Evaluation document to be used as
part of the Board's annual self-evaluation. The
final evaluation that the visiting GWC
accreditation team submitted in March 1998
acknowledged the document but suggested that
the Board take the next step to communicate
both the process and its annual findings to the
wider audience of the college community.
Further, the team advises that the Board actively
involve itself in the planning and adoption
phases of subsequent self-studies of the District
and its colleges.

{see Evaluation Report, February 1998)

There is no evidence that the self-evaluations
have been conducted on a regular basis, but the
Chancellor has indicated that this is in process.
The Board consistently believes that the ultimate
board evaluation takes place during the public
election process with registered voters.

The Board has elected to participate as a district in
a pilot project for the District Office accreditation.
During this accreditation cycle, all three colleges
will undergo separate, synchronized accreditation.
The District Office will also prepare its own self
study and have a separate accrediting team
review and will respond to that report.

Planning Agenda

The existence of the Governing Board Self-Evaluadon
document is not widely known by the campuses.
Its inclusion in the Board Policy Manual would
make this information better available to faculty
and staff for information purposes. A better
mechanism is also recommended to ensure that
the evaluations are conducted annually as
intended.

A.6 The governing board has a program for
new member orientation and governing board
development

Descriptive Summary

The Coast Community College District has
several methods of providing new members an
orientation and governing board development,
including one on one meetings, written resource
materials, and utilization of statewide meetings
such as the California Community College
Board of Trustees meeting and the Mega
Conference. The Chancellor’s line staff meets
with new board members extensively to
provide information on their specific areas of
responsibility. Board members are encouraged
to attend orientation sessions of the Community
College League and the American Association
of Community College Trustees.

The most recent new board member spent at
least a half day with the college presidents and
was provided an introduction to key personnel
on campuses including vice presidents.
Academic Senate presidents, union presidents,
etc. Board members are encouraged, and they
individually are, to be active in the California
Community College League.

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Self Evaluation

Although the District does not have a formal
orientation, every effort is made to provide board
members with a thorough orientation. Both new
and existing Board members receive information
from a number of entities throughout the District,
and they find this to be informative and helpful.
Reviews of previous board agendas indicate that
periodic meetings are dedicated to study sessions
and workshops.

Planning Agenda

None.

A. 7 The board is informed about and
involved in the accreditation process.

Descriptive Summary

The Board is aware of the accreditation
process, is receiving periodic reports from the
Chancellor, and is providing feedback when
requested on certain aspects of the self study. It
will review the district-wide self study report
when completed. One Board member is very
active and serves frequently on WASC visiting
teams, and two other board members have
indicated interest in such service. Board
members have been interested in the Institutional
self study, but they have shown restraint in
offering advice and counsel. The Board has
been careful to be involved in accreditation in an
appropriate manner avoiding even the appearance
of micromanaging any part of the process. The
comportment of the Board in this process has
been thoughtful and oriented on the broad policy
perspective.

Huntington Beach

Self Evaluation

The Board has expressed full support of college
efforts to complete the self study process.
Individual Board members have been
interviewed or have responded to questions
from members of Standard 10 subcommittees.

Planning Agenda

The Board might seek status and update
reports on the College’s progress on addressing
self-study recommendations.

B. Institutional Administration and Governance

B.l The institutional chief executive officer
provides effective leadership to define goals,
develop plans, and establish priorities for the
institution.

Descriptive Summary

The College President provides leadership to
and participates in the strategic planning
process. The President chairs the College
Planning and Budget Committee (see
membership chart) which was established in
1987. This committee is responsible through a
shared governance process for the College’s
goals and objectives and to establish priorities
for the College. The President provides support
for planning activities and retreats, all of which
have broad based college- wide participation.

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Self Evaluation

The President has organized a college structure
that provides for planning to begin at the
program level that is based on goals set forth
from the previous year's program review.
Program review is done on a yearly basis.
Information is collected at the manager or dean
level and then sent to the planning team level.
The College has three planning teams:
Administrative Services, Student Services, and
Instruction. The respective Vice Presidents chair
these planning teams. Each of the planning
teams has representatives on the Planning and
Budget Committee chaired by the President.
The future goals, plans, and budgets that are
developed at the program level are presented to
the Planning and Budget Committee.

The President led an administrative reorganization
retreat in Fall 1999 in order to downsize the
number of instructional deans at the College and
give more responsibility to faculty department
chairs. The reorganization committee was
constructed to be representative of senior
administrators, deans, managers, department
chairs, faculty, staff, and students.

The President’s effective leadership is evident to
those who are most involved in college-wide
committee activities, but perceptions of his
effective leadership are varied throughout the
College.

When asked on a survey, faculty/staffi^adnrdnistrators
responded to questions: "The college uses
systematic planning and evaluation to improve
programs and services." Of 132 respondents,
32.6% agreed, 24.2% disagreed and 43.2% were
neutral.

"The development of institutional plans involves
appropriate constituents." Of 123 respondents,
50.4% agreed, 14.6% disagreed and 35.0% were
neutral.

" The college clearly documents achievement of
institutional objectives." Of 118 respondents,
31.4% agreed, 20.3% disagreed and 48.3% were
neutral.

" Facilities planning is adequate and linked to
other institutional planning, and evaluation
efforts." Of 64 respondents, 20.3% agreed, 50%
disagreed and 29.7% were neutral.

" There are clear connections between planning,
budgeting and the allocation of financial
resources." Of 57 respondents, 23.3% agreed,
58.9% disagreed and 17.8% were neutral.

Planning Agenda

The College should explore ways to better
disseminate the goal setting, planning and
priorities of the college.

B,2 The institutional chief executive officer

efficiently manages resources, implements
priorities controlling budget and expenditures
and ensures the implementation of statutes,
regulations and board policies.

Descriptive Summary

The College President manages the resources of
the College by directing and delegating, when it
is appropriate, to the three Vice Presidents:
Administrative Services, Student Services, and
Instruction. The President helps the Vice
Presidents implement priorities controlling
budgets and expenditures.

The President ensures the implementation of
statutes, regulations, and Board policies.

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Self Evaluation

The President works very closely with the Vice
Presidents. They take input from such information
sources as previous accreditation reports,
end-of-the-year status reports, analysis of budget
trends, research both external and internal to
the College, contract agreements, curriculum
development, categorical grants, program
reviews, and many other sources. The President
directs and delegates the management of
resources such as physical space, personnel, and
budgets to the Vice Presidents to manage their
respective areas of responsibility.

During the time when, for budgetary reasons, the
College combined Student Services and
Instruction, each area learned to collaborate and
support the interdependent needs of each area in
the interest of students. Unhealthy competition
was reduced. However, the size and scope of
responsibility for these two large operations left
some important projects less than fully supported.
Now that the College has returned to a structure
which more fully supports both areas sufficiently,
the two Vice Presidents have demonstrated the
ability to build on the cooperative spirit
developed previously. Their leadership styles
are complementary, and their commitment to
students is evident.

The Vice Presidents chair their respective planning
teams and implement priorities with procedural
activities. These planning teams are representative
of the constituencies that are most affected by
the college's priorities.

In order to implement a strong link from planning
to budgeting, the college has begun performing
program review on a yearly basis. The goals,
plans, and recommended budgets are developed
at the program level and then sent to the dean or
manager level for transmittal to the respective
planning team.

The President delegates the implementation of
statutes, regulations, and board policies to the
administrators of the College.

Under this standard, those faculty, staff, and
administrators involved in college-wide governance
believe that the College President is accomplishing
this standard (B.2.). The results of a Fall 1999
faculty/staff/administrator survey provide some
varied perceptions as follows.

When asked on a survey, faculty/staffiadrninistrators
responded to questions:

"The College President efficiently manages
financial resources." Of 90 respondents, 37%
agreed, 33% disagreed and 30% were neutral.
"The College President ensures the implementation
of statutes, regulations and Board policies." Of
98 respondents, 57% agreed, 14% disagreed and
29% were neutral.

"The program review processes are integrated
into institutional planning." Of 89 respondents,
39% agreed, 24% disagreed and 37% were neutral.

"Program review is an effective way to measure
departmental quality and effectiveness". Of 117
respondents, 48% agreed, 25% disagreed and
27% were neutral.

"Financial planning reflects realistic assessment
of available funding and required expenses". Of
58 respondents, 28% agreed, 36% disagreed and
36% were neutral.

"Processes for financial planning and budget
development are clearly defined and followed".
Of 55 respondents, 25% agreed, 42% disagreed
and 32% were neutral.

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Self Evaluation

1. The College should explore ways to better
inform all campus faculty and staff of the
processes used in developing budget
priorities.

2. The College should explore ways to better
inform all campus faculty and staff about
actual budget commitment and allocation.

B,3 The institution is administratively organized
and staffed to reflect the institution purpose,
size and complexity. The administration provides
effective and efficient leadership and management
who make possible an effective teaching and
learning environment.

Descriptive Summary

The College’s administration includes the
President, Vice President of Administrative
Services, Vice President of Instruction, and Vice
President of Student Services. Instruction has
eight discipline deans and Student Services has
three deans. The College also employs the ser-
vices of several classified supervisors/directors.
This organizational structure is the result of
assessing the previous structure of two Vice
Presidents, Deans, and limited use of department
chairs. The most recent reorganization has three
objectives:

(1) to return the College to its previous
structure with three Vice Presidents

(2) to reduce the nunlber of deans

(3) to increase the duties and responsibilities
of department chairs

This structure has been in the planning stages
over the past two years and will be fully
implemented during the 2000-01 academic year.
This organizational structure provides effective
and efficient leadership.

The administrative team as well as faculty
understand the need to work together to increase
and retain students at the College. Some of the
most visible examples of this cooperative effort
is the manner in which the college administrative
staff and faculty work together in major outreach
efforts such as College Preview Day, Chicano
Latino College Conference, and other special
efforts.

The Staff Development Office has been creative
in providing flex activities for all staff that will
hopefully assist us in better understanding our
students and ourselves.

Planning Agenda

None

B,4 Administrative officers are qualified by
training and experience to perform their
responsibilities and are evaluated systematically
and regularly. The duties and responsibilities
of institutional administrators are clearly
defined and published.

Descriptive Summary

As administrative positions become available
at Golden West College, and depending on
budgetary resources, they are filled either
through the formal District Human Resources
job announcement process, through an in-house
advertising process, or, upon occasion, through
internal campus reorganization. In each case,
the administrators selected are qualified by
training and experience to perform their
responsibilities. Other than the reorganization
process, constituent-based screening committees

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are convened to rank applications and interview
potential applicants. Finalists are then recommended
to the President and selected members of the
screening committee.

The duties and responsibilities of managers are
listed on job descriptions, most of which are kept
on file in the President's Office, but updated by
the individual administrator. Job descriptions
are also listed in the Board Procedure Manual
under Procedure #020-3. Due to retirements and
several management reorganizations over the
past few years, some positions have been
eliminated or combined with other positions,
which has made the task of keeping job
descriptions current more difficult.

District Policy 090-1-12 stipulates the regular
evaluation of classified and certificated managers.
A revised district- wide management evaluation
process was adopted and put into practice
December 1994 establishing a regular
management evaluation every two years and a
first year review for new managers. The
management evaluation schedule is maintained
in the President’s Office, and the majority of the
evaluations have been completed on schedule.

Self-Evaluation

The perception of the effectiveness of
management evaluations is mixed based on the
faculty/staff/administrator accreditation self-study
survey distributed in Fall 1999 which included
the following statement: Administrators are

evaluated effectively. Of the respondents, 34.2%
agreed; 30% were neutral, and 35.8%
disagreed.

Planning Agenda

1. Although the College is diligent in meeting
the obligation to conduct regular management
evaluations, the President or other
appropriate administrators may wish to
consider ways to maximize their effectiveness.

2. The Coast District Management Association
believes the current evaluation form is
weighed toward educational managers
versus non-educational managers. Human
Resources has drafted a revised format for
non-educational managers which is under
review and discussion. The College should
continue exploring ways to improve this
process.

fi.5. Administration has a substantive and
clearly-defined role in institutional governance.

Descriptive Summary

The College President meets with his Administrative
Council and the President’s Cabinet on a
monthly basis. The College operates with three
planning teams representing its administrative
structure. The Academic Senate, Classified
Connection, and ASGWC each represent their
respective constituencies.

Self Evaluation

None.

Planning Agenda

None.

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B.6 Faculty have a substantive and clearly
defined role in institutional governance, exercise
a substantial voice in matters of educational
program and faculty personnel, and other
institutional policies which relate to their areas
of responsibility and expertise.

Descriptive Summary

"Faculty have a substantive and clearly defined
role in institutional governance." Of 87 respondents
62.1% agreed, 12.6% disagreed, and 25.3%
were neutral.

"The Academic Senate provides input regarding
institutional governance." Of 75 respondents
80% agreed, 2.7% disagreed, and 17.3% were
neutral.

The Coast Community College District Policy
060-1-10 adopted by the Board of Trustees clearly
delineates "Faculty Role in Governance" in the
three colleges of the District. Implemented in
1993 through a collaborative process in response
to AB 1725, this policy stipulates the areas in
which the Governing Board shall primarily rely
on the advice of the Academic Senate and those
areas in which the Academic Senate and the
Governing Board shall reach mutual agreement.
The Golden West College faculty have a voice in
matters of educational program and faculty
personnel, and other institutional policies that
relate to their areas of responsibility and expertise.
This is illustrated in the 1999-2000 Personnel
Compendium and in the College Handbook. The
Academic Senate, the Council on Curriculum
and Instruction, the Institute for Professional
Development, and the Staff Development
Committee all contribute to this effort. In addition,
faculty participate in all district and college
policy bodies. For the last two years, the faculty
have also played a significant role in making
new hiring decisions for faculty personnel. After
the Planning and Budget Committee recommends
how many faculty positions will be filled in a
given year, it is the Academic Senate that
evaluates and ranks all requests for new faculty
and makes recommendations to the College
President regarding which positions need to be
filled. Public perception of faculty role in
governance seems fairly positive. When asked
on a survey, faculty/staff/administrators responded
to statements this way.

Self-Evaluation

The faculty members of the College are effective
in making their concerns known, in participating
in the formulation of policy, and in helping to
implement policy.

Planning Agenda

The College and the Academic Senate will
continue to inform both faculty and other
constituencies of Title 5 and AB 1725 provisions
that define faculty role in shared governance.
The College will strive for even greater faculty
participation in governance.

B.7 Faculty have established an academic
senate or other appropriate organization for
providing input regarding institutional
governance. In the case of private colleges, the
institution has a formal process for providing
input regarding institutional governance.

Descriptive Summary

The Academic Senate is the elected body that
represents faculty in the governance process
within the College and within the District. The
scope of the Academic Senate includes all areas
listed in Title 5, 53200b, as well as other academic

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and professional matters agreed upon between
the Governing Board and the Academic Senate.
The Senate meets once a week to discuss academic
and professional matters and to make
recommendations to appropriate groups. The
Senate also recommends and approves faculty
members to serve on standing college committees.
The Senate President and other members of the
Senate meet regularly with the College President
and represent the Senate at district and college
meetings as necessary. An effective vehicle of
policy discussion and facilitation at Golden West
College is the Academic Issues Council, which
was formed originally in 1984 with a different
name. The membership of AIC comprises the
College President, the three Vice Presidents, and
members of the Senate Executive Committee. Its
purpose is to address campus issues relating to
academic and professional matters at an early
stage (before recommendations are formulated).

Self-Evaluation

In general, the Senate and the administration
enjoy mutual trust and accommodation.
However, the Senate at times feels that it has
been left out of the loop because of a lack of
timely information sharing with the Senate leaders.
This can create problems for specific policy
implementations.

Planning Agenda

The College President has reinstated regular
meetings of the AIC. This will facilitate more
timely information sharing between faculty and
the administration.

B. 8 The institution has written policy which
identifies appropriate instructional support for
faculty participation in governance and delineates
the participation of faculty on appropriate
policy, planning, and special purpose bodies.

Descriptive Summary

District Policy 060-1-10 (Faculty Role in
Governance) and the ’’Academic Senate
Constitution” (Article II and Article HI) provide
the framework for faculty involvement in
institutional governance. Both documents state
that the Academic Senate is responsible for
making recommendations on academic and
professional matters to the Board of Trustees and
to the administration. This broad responsibility is
carried out by investigating issues, debating
them, and making recommendations. When
appropriate, there is consultation with the
collective bargaining agents. The Council on
Curriculum and Instruction (CCI) and the
Institute for Professional Development (IPD) are
committees of the Senate. The Academic Senate
appoints faculty members to college committees,
including the Planning and Budget Committee,
and conducts and approves department chair
elections. In addition, the Instructional Planning
Team includes all department chairs. Recently,
under the leadership of the College President, a
reorganization plan has been completed with
two principles guiding the reorganization effort
- a reduction in dean-level management
positions, and a greater delegation of responsibilities
and authority from deans to department chairs.
The faculty, along with other campus
constituencies, have played a key role in shaping
this reorganization plan.

Self-Evaluation

The Academic Senate Constitution, revised in
November 1998, reflects changes to Title 5
regulations that redefine the role of the faculty
senate in institutional governance. The Senate
feels that faculty role in governance has greatly
improved over the last three or four years.

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Planning Agenda
None.

B. 9 The institution clearly states and publicizes
the role of staff in institutional governance.

Descriptive Summary

The College publishes on an annual basis
the "College Handbook" and a "Personnel
Compendium." The College Handbook describes
various college and district policies and procedures.
The Academic Senate Constitution is listed in this
document and it describes the process for
membership selection.

The Personnel Compendium identifies major
college committees, their composition, and the
process for committee membership selection.

Self Evaluation

Within the past two years, the College has
circulated a Mission Statement, planning calendar,
and decision-making document. The Associated
Students have adopted a document on students'
role in shared governance. The College has
agreed to practice shared governance without a
formalized document.

Planning Agenda

The role of classified staff should be better
clarified in one of the above documents to
differentiate the purpose of Classified Connection
and the CFCE Union .

B,10 The institution clearly states and
publicizes the role of students in institutional
governance.

Descriptive Summary

Board Policy 030-9-1 defines the role of
students in shared governance and recognizes
the Associated Student Organization (ASGWC)
as the representative for students in the creation
and development of policies and procedures for
the District and the College in accordance with
California Education Code Section 70901.
Information regarding the College Services
Sticker, student government, campus clubs,
student participation on campus-wide committees,
and the role of the Student Council and Student
Senate can be found in the College Catalog.
Information on student government, student
services, and student activities can be found in
the ASGWC recruitment packet. A list of exact
committees in which students participate can be
found within the Personnel Compendium. The
Associated Students of Golden West College
Shared Governance Policy defines the philosophy,
importance, and objectives of student participation
in shared governance.

Self Evaluation

The College Catalog can be purchased in the
bookstore, is available online, and is given to
students during their orientation as part of the
matriculation process. The ASGWC recruitment
packet is available in the Student Activities
Office and during recruitment efforts sponsored
by the Associated Students. An updated copy of
the College Handbook and the Personnel
Compendium is sent to the Student Council
Office each year. The Associated Students of
Golden West College Shared Governance Policy
can be found in the Student Activities Office.

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In the Accreditation Faculty/Staff/Administrator
Self-Study Survey, 55% of faculty, staff and
administrators felt that “the role of students on
policy, planning, and special committees is clearly
stated in written policy,” 11.7% disagreed, and
33.3% were neutral. In the Accreditation Self- Study
Student Survey, 36% students responded that
“the role of students in various governing, plan-
ning, budgeting and policy making bodies is
made clear and public,” 27% students disagreed
with the statement, and 37% were neutral.

Despite outreach and recruitment efforts made to
the student body, the number of students in
student government has risen minimally to
approximately 30 for the 1999-2000 school year.
Because of the nature of the community
colleges, it is difficult for the Associated Student
Organization to maintain a sense of continuity,
and its specific goals and objectives may change
yearly.

Although Board Policy 030-9-1 designates that
“each campus shall develop procedures whereby
the Associated Students. ..may address collegial
matters in an expeditious manner,” and the
college President has accepted the Associated
Students of Golden West College Shared
Governance Policy as a formal document, the
campus has not accepted a campus-wide shared
governance document. As ofnow, all participation
is permitted through verbal agreement, causing
questions to arise regarding where students
should be involved. This is of concern seeing
that campus and student leadership can change
from year to year, thereby changing the verbal
agreement.

C. Multi-College Districts and/or Systems

C.7 The district/system chief executive
officer provides effective leadership to define
goalSy develops plans, and establishes priorities
for the institution.

Descriptive Summary

The Chancellor has been in his current position
since November, 1993. Prior to that he was
President at Coastline College. His prior
experience has been as an administrator at a
California community college. The Chancellor
works to support the District’s Mission
Statement.

Self Evaluation

The Chancellor has initiated a major change in
philosophy throughout the district since
his tenure. He has directed the district operations
to be a major service provider to the campuses
and television station. He has decentralized a
number of traditional district functions that were
critical to a campus in order to increase efficiency
and effectiveness such as budget, personnel
hiring, and planning.

The Chancellor meets with the College
Presidents, the Academic Senate Presidents, and
the Chancellor’s Cabinet regularly to ensure that
district goals and objectives are being met. He
develops the board agenda in consultation with
the various constituent groups. He reactivated
the District Planning and Budget Committee
which is tasked with reviewing and refining the
District 2010 Plan and to develop long range
plans. The Chancellor’s job description is on file
as part of Board policy.

Planning Agenda

The Chancellor should continue to be involved
in the 2010 Plan.

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C.2 The district/system chief executive officer
efficiently manages resourceSy implements
priorities controlling budget and expenditures,
and ensures the implementation of statutes,
regulations, and board policies.

Descriptive Summary

District administration works to support the
colleges. The District's Mission Statement
identifies goals of the District and the colleges.
The District is the clearinghouse for all personnel
and fiscal matters. The Board approves and adopts
an annual budget for the College.

Self Evaluation

The District maintains Board policy to ensure
that all regulations and statutes requirements are
met. The policy and procedure manual is
maintained by the District and is available at the
campus in selected offices and on the District's
computer network P drive. It covers expenditures,
personnel matters, and instructional programs.
The Chancellor instituted a budget model
which holds each campus accountable for it
expenditures. It provides incentives to have a
year end balance to cover one-time expenditures,
and it is FTES driven. This model clearly
allows the campus to manage its own budget
with certain incentives.

The 75/25 ratio is a district-wide concern and the
campus receives direction from the District on
the requirement for full-time faculty.

Planning A genda

C,3 The district/system has a statement which
clearly delineates the operational responsibilities
and function of the district/system and those of the
college.

Descriptive Summary

The Coast Community College District has a
manual of the "Board Policies and
Administrative Procedures" which delineates
operations responsibilities and functions of the
District and those of the College.

Self Evaluation

The board manual includes all policies that
govern the District and the College. The manual
includes policies and procedures that direct
matters regarding administration, personnel,
budget operations, educational programs and
student relationships. The manual is maintained
by the District Office and distributed to selected
campus departments. The electronic version is
available on the District computer network P
drive, and the written version is available in
selected administrative offices.

Planning Agenda

The District should explore ways to make the
College aware of the electronic version of the
campus administrative procedures manual .

C,4 The district/system provides effective
services that support the mission and functions
of the college.

None.

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Descriptive Summary

The District provides leadership and coordination
for the College in a number of operational areas
such as budgeting, personnel, policy making and
regulatory compliance. The District considers
its role to be that of supporting the College in
fulfilling its mission.

When asked on the GWC faculty/staff survey,
’The District provides effective services that
support the mission and functions of the
College,” 62 respondents answered as follows:
35.5% agreed; 37.1% were neutral; 27.4%
disagreed.

Self Evaluation

The Chancellor has emphasized that the role of
the District is to provide services to the College.
He has supported expanding the authority of the
college in the areas of budgeting, personnel, and
other operational functions. Each department
conducts a periodic survey of its users for a
measure of overall satisfaction.

Planning Agenda

None.

C. 5. The district/system and the college(s)
have established and utilize effective methods
of communication and exchange information
in a timely and efficient manner.

Descriptive Summary

At the District level, the Chancellor holds
Cabinet meetings which includes the Vice
Chancellors, the Student Trustee, faculty and
classified union representatives. College

Presidents from each campus including KOCE,
Academic Senate Presidents from each campus.
District Public Relations Officer, and the Board
Secretary. These meetings are held one week
before each Board of Trustees meeting to review
the board agenda and to ensure open lines of
communication. Discussion that relates to
local, state and board issues are addressed.
Cabinet representatives have the opportunity to
go back to their colleges and share information
with their constituent groups or appropriate
body.

The Chancellor also meets weekly with the
college Presidents to address campus issues and
with the Academic Senate Presidents on a
monthly basis to discuss academic issues.
Further, the Chancellor makes every effort to
visit each campus regularly and attend special
events.

District board meetings are held twice a month.
Each constituent group (Union representatives
for faculty and classified. Academic Senate
Presidents and Associated Students Presidents)
from each college have the opportunity to
address the Board of Trustees and provide
reports. Each college President also is allocated
time to report to the Board. The agenda is
posted by law. All meetings are open to the
public, and meeting minutes are published and
are available district-wide.

In order to be more accessible to district
constituents, the Board holds annual site meetings
at Golden West College and Orange Coast
College. Coastline College and KOCE do not
have facilities large enough for a public board
meeting.

Student participation in communication at the
district level is accomplished through the
District Student Council which meets monthly
to address campus and district issues and
exchange ideas. Information is then taken back
to each campus for input and further dialogue.

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The District Public Relations Office biannually
publishes the Coast Reporter, a district newsletter
updating the staff and community on district
issues and goals.

Self-Evaluation

Communication has improved with the increase
in electronic technology. Almost every staff
member has the ability to receive information
from the District through email or the campus
information computer Q drive on district policies
and procedures.

Planning A genda

None.

The financial management of the District is the
responsibility of the Vice Chancellor of
Administrative Services. He meets on a regular
basis with the Administrative Services Vice
Presidents of each college. The Vice Chancellor
and the Administrative Services Vice Presidents
also attend quarterly statewide meetings in the
State Chancellor's Office to hear and discuss
community college implications of statewide
budgeting.

Planning Agenda

At this time the Coast Community College
District is going through a self-evaluation with a
hired consultant, and is reviewing the District’s
Vision 2010 Plan.

C 6, The district/system has effective .
processes in place for the establishment and
review of policy, planning, and financial
management.

Descriptive Summary

Su pplemental Documents

• Academic Senate Constitution
(see GWC Handbook)

• Accreditation Self-Study
Faculty/Staff/Administrator Survey

The division of responsibility and authority is
clearly defined between the Coast Community
College District and the College as reflected in
the District and College organizational charts.
Policies governing the District and the colleges
are contained in the Board Policies Manual and
Administrative Procedures and are fairly
administered.

Self Evaluation

• Accreditation Self-Study Student Survey
Fall 1999

• Associated Students of Golden West
College Shared Governance Policy

• Board Policies and Administrative
Procedures

• Board Policy CCCD 010-2-1
(Policy and Procedures)

Er|c

The Chancellor has given each college more
autonomy while decentralizing the function of
the District Office. Consequently, the colleges
are fiscally accountable for their budget,
personnel, and planning decisions.

Accreditation Self-Study | 1999 - 2000

• Board Policy CCCD 010-2-11
(Ethical Procedures)

• Board Policy CCCD 020-1-2
(Administrative Responsibilities: Duties
of the Chancellor)

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• Board Policy CCCD 030-4-8
(Educational Programs and Student
Relationships —Accommodation for
Students with Disability)

• Board Policy CCCD 030-9-1
(Educational Programs and Student
Relationships -Role of Students in
Governance)

• Board Policy CCCD 060-1-10
(Certificated Employees Personnel
Policies: Faculty Role in Governance)

• Board Policy CCCD 090-1-12
(Supervisory Management and
Management Personnel Policy: Regular
Evaluation of Classified and Certificated
Managers)

• Board Procedure #020-3

• California Education Code, Section 70901

• Coast News

• College Handbook

• District Mission Statement

• Evaluation Report, February 1991

• Evaluation Report, February 1998

• Personnel Compendium

• Planning and Budget Committee
Membership Chart

• Trustee History

• Vision 2010 Plan

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Planning Summary

The Self-Study identifles a series of planning
recommendations and helps set direction for
the College for the next six years. From the
planning agendas, the following themes
emerge and warrant further examination:

1. Continue the linking of planning to
budgeting

2. Continue the College’s efforts to utilize
research-based decision making

3. Make greater use of the annual program
review in the planning and budgeting
process

4. Integration of new instructional technologies

• upgrade of campus internet labs

• continue integration of technology into
the Library/Leaming Resources services

• relocate and upgrade the Mac lab

• continue development of industry
standard certification similar to the Cisco
Systems curriculum

5. Installation and continued enhancements of
new College/District databases

6. Continue to improve communication with
students, staff, and the public

7. Continue campus beautification efforts

These themes are consistent with the goals
outlined in the College’s Mission Statement.
Some of the recommendations identified in this
Self-Study are in the process of being
implemented; others have been allocated funds
for future implementation. Thus, there is an
institutional mechanism already in place
designed to identify objectives and track
progress toward accomplishment.

In addition, a list of all Self-Study recommendations,
as well as recommendations of the visiting team,
will be forwarded to the Planning and Budget
Committee. The Planning and Budget
Committee will in turn identify a process to
integrate these recommendations into the
institution’s planning process. The Planning and
Budget Committee will develop the process of
prioritizing Self-Study recommendations by
reviewing and analyzing internal and external
factors impacting the College.

Lastly, the College should increase its efforts at
making faculty, staff and students aware of how
decisions are made and through which
organizations so that everyone has a greater
opportunity to participate.

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1999 - 2000

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214

Huntington Beach

Appendix A

Standard 1 - Minority Report
Our Mission/Student Success

To achieve student success, Golden West
College will strive to maintain its historical
mandate to be a lively center of learning where
students and faculty share educational
experiences in a friendly, challenging and
creative environment, enhanced by a beautiful
campus. We also reaffirm our commitment to
the following priorities:

- First, to provide collegiate level courses
for transfer and vocational and technical courses
that lead to employment, career advancement, or
retraining.

- Second, to provide student support services
for access, retention and student success, and
classes to improve students’ basic skills and
courses in English as a second language.

- Third, to provide noncredit adult education
and community service programs for the cultural,
physical, economic and professional needs of
the community.

Descriptive Summary

Golden West College meets standard one in that
its programs, activities and processes fulfill the
college’s mission statement and define the
institution as a whole.

One hundred and sixty-three lower division
courses commonly taught within each semester
have been articulated with four-year colleges
and universities. These courses are geared

toward the transfer majors. For example, the
California articulation number, Econ 2, is
equivalent to Economics 285 at Golden West
College and will also be accepted at CSULB
in lieu of Econ 202.

Twenty career certificate programs are offered
each semester. Each career program, unless
otherwise indicated, offers a certificate of
achievement. Our certificate programs range
from accounting to automotive technology,
criminal justice and nursing.

Golden West College’s counseling services assist
students in reaching their goals by offering
orientation, information, personal counseling
and special workshops and seminars. However,
with the transfer of our bilingual
(Spanish/English) counselor to Coastline
College, Golden West College no longer has a
counselor to address the needs of the Latino
students.

The College also has a career center and a transfer
center, which aid the students in finding
employment or making the transition to a four-year
university. There is also a Re-Entry/CalWORKs
center that aids students after a lengthy absence.
The Extended Opportunities Program and
Services also services students by providing
loans, counseling, financial assistance, tutoring,
transfer assistance, priority registration and high
school outreach. Golden West College's ESL
department offers a number of extended courses
to assist students in developing their listening,
speaking, reading and writing skills in English.

The College also has various centers to develop
the students' basic academic skills and provide
them with services necessary for them to obtain
an education. The College has a Health Center,
an Assessment Center, a Disabled Student
Services Center, a Child Care Center, a Tutorial
Learning Center, a Student Computer Center, a
Mathematics Learning Center and a Writing
Center. However the College lacks a center that

Golden West College | Huntington Beach, CA

215

Huntington Beach

will deal with the biggest minority in Orange
County and the state as a whole, the Latino
community. A Latino student center is imperative
for the Latino student's access, retention and
success at Golden West College.

Golden West College has a firm commitment to
serving the surrounding community, so many
community services are offered throughout the
year. These services are self-supporting and fee
based. Programs offered through Community
Services are lectures, workshops, and educational
programs on a wide variety of subjects and an
extensive of subjects and an extensive selection
of programs for children and seniors. Another
important service offered is the Intercultural
Center which has a range of activities which
include working with local schools and agencies,
educational programs and guest speakers, informal
conversational gatherings and the annual
KinderCaminata. The Center also provides
information on intercultural events and local
support services, as well as providing support
services for international students. Other
community programs are the Fine Arts
Gallery, Dance, Music, Theater Productions
and various intercollegiate and recreational
sports. However, the College fails to be inclusive
by not producing sufficient programs to serve
and enrich the underrepresented communities,
such as the Latino and Vietnamese. To meet the
needs of our diverse community, these programs
should be made an integral part of the Fine Arts
Gallery, Dance, Music, Theater Productions, etc.

Self-Evaluation

All collegiate level, vocational and technical
courses offered by Golden West College are
coequally integral, developed and responsive
to our goals, strategies and objectives.
Strengthening this relationship is the yearly
program review, which is done through the
strategic, planning process.

The overriding goal of Golden West College
is to provide a full range of supportive services
to all students. This gives the students the
opportunities to develop their talents and skills
needed to reach the students' objectives and
goals. The major problems in providing
adequate support services are that they are not
providing access, retention, and success to the
Latino community and that there is a lack of
funding. The lack of funding has impeded the
college from hiring bilingual counselors and
from constructing a Chicano/Latino center. The
center would no doubt help accomplish the
college objectives of recruiting and retaining
more Latinos on our campus. The District's
demographics show that Orange County is
already 28% Latino, and in twenty years will be
38%, and the kindergarten class of 2020 will be
64% Latino. It is imperative that the College
begins to address the needs of these students.

For students having problems in basic English
skills. Golden West College offers an extensive
developmental communication and ESL program.
The major problems with the ESL classes are
the lack of coordination with strong tutoring
program and the low retention rate of the ESL
classes themselves. Once these issues are
addressed, we can foresee the dropout rate in
academic classes decrease dramatically.

The community services offered by Golden
West College, as said before, include a wide
range of offerings. Programs offered by community
services meet our goal of offering an opportunity
for personal enrichment to our community.
However, some programs that reach out to
the underrepresented communities should be
subsidized by the College as opposed to being
self-supported through fees because the targets
of these programs cannot afford to maintain
them. The Intercultural Center lacks direction,
and its goals and objectives should be
reassessed, as all of our students can be more
effectively served.

Accreditation Self-Study j 1999 - 2000

ERIC

Golden West College | Huntington Beach, CA

Planning Agenda

Appendix B

Huntington Beach

The College will link its funding to its program
review, so that department needs can be
addressed on a yearly basis. Golden West
College will also look at demographic changes
and will make it a part of its future planning
and strategies. As stated above the College must
create new programs and establish a center to
address the needs of the growing Latino community
and other underrepresented groups.

The Planning and Budget Committee will
incorporate the program reviews in their budget
forecasts to address the needs of the department
and the institution. A committee will be
established to assess the needs of the Latino
students and develop a plan of action. If more
classes are planned it will go through the
Curriculum Committee and the Senate for
approval. Most other programs will go through
the senate and administration to be ratified and
implemented as our shared governance requires.

Funding will no longer exist without a tangible
link to department and college needs. Students
will reap the benefits of this process by receiving
classes and instruction from departments who
have had their financial needs met. Our
surrounding community will be better served by
providing the classes and activities that addresses
their needs. The institution’s access retention
and success will show an increase as a result of
this planning.

The College will review its mission statement as
well as the vision, principles and philosophy to
determine that the unique needs of our diverse
students are addressed.

Disproportionate Impact Studies

Disproportionate impact studies are conducted
regularly in accordance with Matriculation
Regulations. The following studies have been
completed to evaluate assessment bias and
effectiveness:

Implementation and Initial Validation of the
Math Diagnostic Testing Program (MDTP),
Steve Isonio, Ph.D., 2/92

English Placement Recommendations at GWC:
An Analysis of Disproportionate Impact,

Steve Isonio, Ph.D., 7/92

Combined English Language Skills Assessment
(CELS A): Analysis of Disproportionate Impact,
Dwayne E. Thompson, 5/94

Math Placement Recommendations at GWC:

An Analysis of Disproportionate Impact,

Steve Isonio, Ph.D., 5/94

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Golden West College | Huntington Beach, CA

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1999 - 2000

Huntington Beach

218

^^^olcjen

Huntington Beach

Supplemental Documents Supplemental Documents - Standard Three

(Standard by Standard)

Supplemental Documents - Standard One

• Coast Community College District
Mission Statement

• Golden West College Mission Statement

• Membership of Instruction, Student
Services and Administrative Services
Planning Teams

• Membership of Planning and Budget
Committee

• Membership of Academic Senate

• Planning and Budget Committee
Questionnaire

• Vision Statement

• Standard One Minority Report

Supplemental Documents - Standard Two

• AFT Union contract, Article VI, Sections 1-3
CCA/CTA Union contract. Article El.

• Appendix B, Disproportionate Impact Studies

• Calendar of Events

• Career Certificate Program Brochures

• Class Schedule

• College Catalog

• College Handbook

• College's web site

• Fall 1999 Accreditation Self-Study

• Faculty/Staff/ Administrator Survey

• Fall 1999 Accreditation Self-Study
Student Survey

• Handbook for Student Success

• Personnel Compendium

• Campus Reorganization Plan

• Class Schedule

• College Catalog

• Fall 1999 GWC Factbook

• Golden West College Facts

• Research Goals and Activities

• Research Office Mission Statement

• The Western Sun

Supplemental Documents - Standard Four

• 1999-00 Golden West College Catalog

• AFT Contract (Article X, Academic
Relations, Section 1, College Curriculum
Committees)

• Coast Community College District
Facilities Master Plan

• College Plan - October 1, 1994

• EDD/UI Wage Data

• Education and Facilities Master Plan

• Golden West College Facts - Trends
through 1999

• Golden West College Schedules

• GWC Fall 1999 Accreditation Self-Study

- Faculty/staff/ Administrator Survey

• GWC Fall 1999 Accreditation Self-Study

- Alumni Survey

• GWC Fall 1999 Accreditation Self-Study

- Student Survey

• GWC Instructional Plan 1992-93 through

1995- 96

• GWC Instructional Plan 1993-94 through

1996- 97

• OCC - GWC Fall 1999 Accreditation
Self-Study - Faculty/staff/ Administrator
Survey

• Program Review Abstract (form)
Handbook for Student Success

• Sample Instructional Program Review
Document

Golden West College } Huntington Beach, CA

219

=^^o!cJey\

Huntington Beach

• Side Letter to APT Contract Regarding
Online Courses ,

• Spring 2000 Grade Distribution Report

• Staff Development Schedule of
Workshops and Registration form

• State Chancellor's Curriculum Standards
Handbook

• Student Education Plan (SEP)

• Upper Division Transfer to CSU from
GWC - Fall '97

• VTEA nC Report

• Vision 2010 Master Plan

Supplemental Documents - Standard Five

• Class Schedule

• College Catalog

• College Handbook

• Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey

• Fall 1999 Accreditation Self-Study
Student Survey

• Handbook for Student Success

• Personnel Compendium

• Transfer Planning Guide

Supplemental Documents - Standard Six

• California Colleges and Universities
Learning Assistance/Tutorial Data Survey,
Fiscal Year 1997-98 and Fiscal Year
1998-99

• California Community Colleges Library
And Learning Resources Programs
Annual Data Survey Fiscal Year 1998-99
And Fiscal Year 1997-98

• CCCD PALS Library System March 6,
1997 Agreement

• Coast Community College District
Guidelines Regarding Student Computer
Usage

• Computer Center brochures

• Computer Center handout

• EBSCO admin-Database Usage Report
— Detail: Database Level Period:
September 1999-October 1999,

http://eadmin. EPNET. com/eadmin/database llsgRpt. asp

• GWC 1999-2000 Accreditation Student
and Alumni and Faculty Surveys

• GWC Instructional Program Reviews

• GWC Library Proposal for Instructional
Equipment Funds 1997-98 Summary

• Learning Resources Programs Annual Data ‘
Survey

• Library 1999

• Library 1999-2000

• Norman, Carolyn F., Coordinator Library
And Learning Resources Programs,
October 4, 1999 Memo. Subject 1998-99
Library And Learning Resources
Programs Annual Data Survey

• Proposal For Instructional Equipment
Funds, 1996-97. Summary: Circulating
Books for the GWC Library

• Proposal For Instructional Equipment
Funds, 1997-98. Summary: New
Materials for the GWC Library

• R. Dudley Boyce Library And Learning
Center Golden West College Library
Materials Selection

• Ross, Roxana. Electronic Research in
The 21st Century: Hi-Tech Libraries in
the Orange County Area wit Implications
for Community College Students and
Faculty. GWC.CCCD Sabbatical Report
Oct. 10, 1995

• Tutorial Learning Center 1999

• Tutorial Learning Center 1999-2000

• Writing Center 1999

• Writing Center 1999-2000

• Writing Center Course Offerings

Accreditation Self-Study | 1999 - 2000

Golden West College | Huntington Beach, CA

Huntington Beach

Supplemental Documents - Standard Seven Supplemental Documents - Standard Eight

• Agreement between Coast Community
College Association-Califomia Teachers
Association/National Education Association
and Coast Community College District

• Agreement between Coast Community
College District and the Coast Federation
of Classified Employees (Local 4794)

• Agreement between Coast Federation of
Educators American Federation of
Teachers Local 1911 and Coast
Community College District

• Coast Community College District’s
Adjunct Faculty Hiring Procedures.

• Coast Community College District’s
Affirmative Action Plan.

• Coast Community College District’s
Full-Time Faculty Hiring Policy and
Procedures

• College Catalog

• College Handbook

• Committee Goals and Objectives

• Department/Discipline Workshop
Announcements

• Full time Faculty Job Announcement

• General Personnel Policies 050-1-17

• Mailing List of Job Openings and List of
Publications used by Coast Community
College District.

• Personnel Compendium

• Sample Workshop Announcements

• Staff Development Schedule of
Workshops

• Technology Training Plan

• Workshop Evaluation Forms

• Accident Report Form (Safety)

• Board Policy CCCD 030-4-8
(Educational Programs and Student
Relationships - Accomodation for
Students with Disability)

• CCCD Budget Allocation Model

• Chuck Terry and Associates Review

• Department Wish List

• The Educational and Facilities Master
Plan, Vision 2010

Supplemental Documents - Standard Nine

• CCCD Budget Allocation Model

• District’s Annual Financial and Budget
Report to the State (CCFS-311)

• Fall 1999 Accreditation Self-Study
Faculty/Staff/Administrator Survey

• Annual Independent Auditor’s Report
(June 30,1998)

• Mission, Vision, Principles, and
Philosophy Statement (MVPPS)

• Vision 2010 Plan

Golden West College | Huntington Beach, CA

221

^^olden

Huntington Beach

Supplemental Documents - Standard Ten

• Academic Senate Constitution
(see GWC Handbook)

• Accreditation Self-Study
Faculty/Staff/ Administrator Survey

• Accreditation Self-Study Student Survey -
Fall 1999

• Associated Students of Golden West
College Shared Governance Policy

• Board Policies and Administrative
Procedures

• Board Policy CCCD 010-2-1
(Policy and Procedures)

• Board Policy CCCD 010-2-11
(Ethical Procedures)

• Board Policy CCCD 020-1-2
(Administrative Responsibilities: Duties
of the Chancellor)

• Board Policy CCCD 030-4-8
(Educational Programs and Student
Relationships —Accommodation for
Students with Disability)

• Board Policy CCCD 030-9-1
(Educational Programs and Student
Relationships —Role of Students in
Governance)

• Board Policy CCCD 060-1-10
(Certificated Employees Personnel
Policies: Faculty Role in Governance)

• Board Policy CCCD 090-1-12
(Supervisory Management and
Management Personnel Policy: Regular
Evaluation of Classified and Certificated
Managers)

• Board Procedure #020-3

• California Education Code, Section 70901

• Coast News

• College Handbook

• District Mission Statement

• Evaluation Report, February 1991

• Evaluation Report, February 1998

• Personnel Compendium

• Planning and Budget Committee
Membership Chart

• Trustee History

• Vision 2010 Plan

Accreditation Self-Study | 1999 - 2000

Golden West College | Huntington Beach, CA

222

CCCD Mission

Search | Sitemap

College PIstMcf

Home

Mission

' District/Colleqe
Locations

i Contact Us

Chancellor's Office

Our Mission

The primary mission of the Coast Community College District (CCCD) is to provide quality
I lower-division and occupational education to ensure that students from all ages and from all

socio-economic backgrounds have the opportunity to achieve their postsecondary educational goals.
! Inherent in this mission is the provision of transitional instruction and those support services that
{ promote student success. In addition, the District will offer non-credit courses and other community
I service programs that will meet cultural, recreational, professional in-service, and personal
I development needs.

Board of Trustees
District Departments
Employment
Related Links

Comments or Questions:
www@cccd.edu

Goals

Goal 1: Provide the highest quality lower-division transfer education.

Goal 2: Provide the highest quality occupational education training and retraining that

meets community and student needs.

Goal 3: Provide the highest quality transitional and life-long education programs that meet

community needs.

Goal 4: Provide a self-supporting community services program that meets cultural,

recreational, professional in-service, and personal development needs of the
community.

Goal 5: Support the economic growth and development of the communities served by the

Coast District by making the resources of the district and its colleges available to
local businesses, industry, and government.

Goal 6: Provide learning resources and student support services needed to promote student

success and to measure that success.

Goal 7: Establish articulation plans among the three campuses, the local high schools, and

the colleges and universities.

Goal 8: Develop, implement, and maintain programs that address international and

intercultural education.

Goal 9: Maintain an energetic, involved, and informed faculty, classified staff, and

administration through staff development, training, and other programs and
initiatives.

Goal 10: Increase the diversity of faculty, staff, and administrative personnel so that the

district's employees reflect the diversity of California's population.

Goal 11: Maintain and update one-year and five-year improvement plans on an annual cycle,

and ten-year and twenty-year master improvement plans on a five-year cycle. The
plans will include these elements: instruction, support services, human resources,
facilities, and other capital expenditures.

Last revised on September 18, 1991

3iaV11VAV AdOO lS3a

ERIC

[8/29/2000 4:46:11 PM]

223

Accreditation Self-Study
1999 - 2000

Huntington Beach

Glossary of Acronyms

We have minimized our use of acronyms in this report, but readers of the supplemental documents may
run into some of the following:

A & R - Admissions and Records

AACCT - American Association of

Community College Trustees.

AB - Assembly Bill

ACRL - Association of College and

Research Libraries

ACT - American College Testing

assessment

ADA - American with Disabilities Act
AFDC - Aid to Families with Dependent
Children

AFT - American Federation of Teachers

AGS - Alpha Gamma Sigma honor society
AIC - Academic Issues Council

ALA - American Library Association

ALAC - Automated Library Administrator’s
Committee

APS - Assessment and Placement

Services test

ASGWC - Associated Students of Golden
West College

ASL - American Sign Language

ASPT - Administrative Services Planning

Team

ASSIST - Articulation System Stimulating
Inter-institutional Student Transfer
BSU - Black Students Union

CAL WEST/PALS-

a five-college consortium of
Golden West, Orange Coast,
Cypress, Fullerton and Coastline
Colleges libraries
CalWORKs -

California Work Opportunity and
Responsibility for Kids
CAN - California Articulation Number

CAPP - Computerized Assessment and

Placement Program

CARE - Cooperative Agencies Resources

for Education

Accreditation Self-Study j 1999 - 2000

er|c

CBEST - California Basic Educational
Skills Test

CC - Classified Connection

CCC - Coastline Community College

CCCD Coast Community College District

CCCL - California Community College

League

CCI - Council on Curriculum and

Instruction

CCL - Council of Chief Librarians

CCR - California Code of Regulations
CDMA - Coast District Management
Association

CEC - California Education Code

CELSA - Combined English Language

Skills Assessment

CFCE - Coast Federation of Classified
Employees

CFE - Coast Federation of Educators
CINAHL - an electronic periodical database
in the fields of nursing and health
CJTC - Criminal Justice Training Center
CLA - California Library Association

CSC - Computer Services Center

CSU - California State University system

CSUF - California State University

Fullerton

CSULB - California State University
Long Beach

CTA - California Teachers Association, also

CTA - Chuck Terry and Associates
DIS - District Information Services
DPC - Disaster Preparedness Committee
DSPS - Disabled Students Programs &
Services

DVD - digital videodisc

EBSCOHost -

an electronic periodical database
leased from EBSCOH Information
Services a privately held publishing
company.

Golden West College | Huntington Beach, CA

225

^^^^olden ]/Wes\r^^\\age.

ENDEAVOR -

a public access catalog system
utilized by the college library

EOPS-

Extended Opportunity Programs
and Services

EPT-

English Placement Test

ERIC-

an electronic education database

ESL-

English as a Second Language

EUREKA

a computerized career information
program used by students

FTEF-

Full Time Equivalent Faculty

FTES-

Full Time Equivalent Students

GPA-

Grade Point Average

GWC-

Golden West College

HRO-

Human Resources Office (District)

IC-

Intercultural Center

ICT-

Intercultural Center Taskforce

ILSA-

Independent Latino Student
Association

IPD-

Institute for Professional
Development

IPT -

Instructional Planning Team

ISP-

International Student Program

lUA-

Instructional Unit Assistant
(contract language for Department
Chair)

KOCE-

Public Television Channel 50
(CCCD)

LHE-

Lecture Hour Equivalent

LLRC-

Library/Leaming Resources
Center

LRACC -

Learning Resources Association
of Community Colleges

LRSCC -

Learning Resources Student
Computer Center

LTNG-

Libraries for the Next Generation

M/O-

Maintenance & Operations

MDTP-

The UC-CSU Mathematics
Diagnostic Testing Project

MIS-

Management Information System

MPT-

Math Placement Test

NEA-

National Education Association

NMC-

New Media Center

NOCCCD

- North Orange County Community
College Distinct (Fullerton College
and Cypress College)

Huntington Beach

NSA-

Nursing Student Association

occ-

Orange Coast College

OCDEH -

Orange County Department of
Environmental Health

OCTC-

Orange County Transfer
Consortium

OPAC-

Online Public Access Catalog, also
On-line Public Access Advisory
Committee

OWL-

On-Line Writing Lab

PALS-

Public Access Library System

PFE -

Partnership for Excellence

SAT-

Scholarship Aptitude Test

SCANS -

Secretary's Commission on
Achieving Necessary Skills

SDAC-

Staff Development Advisory
Committee

SEP-

Student Educational Plan

SOAR-

Student Orientation Assessment
Registration

Spcom -

Speech Communication courses

SSPT -

Student Services Planning Team

TANF-

Temporary Assistance to Needy
Families

TLC-

Tutorial Learning Center

TSS-

Tech Support Services

TTIP-

Telecommunications and
Technology Infrastructure Program

UC-

University of California system

UCI-

University of California Irvine

VATEA -

Vocational and Applied
Technology Act of 1990
{see VTEA)

VTEA-

Vocational and Technical Act
of 1990

VSA-

Vietnamese Students Association

WASC-

Western Association of Schools
and Colleges

WC-

Writing Center

WEBPALS

a web-based on-line catalog

WWW-

World Wide Web

Golden West College | Huntington Beach, CA

U.S. Department of Education

Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

This document is covered by a signed "Reproduction Release
(Blanket)" form (on file within the ERIC system), encompassing all
or classes of documents from its source organization and, therefore,
does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission to
reproduce, or is otherwise in the public domain and, therefore, may
be reproduced by ERIC without a signed Reproduction Release form
(either "Specific Document" or "Blanket").

EFF-089 (3/2000)

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